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SCAFFOLDING SEQUENCE

In the elaboration of a didactic sequence it’s better to use

this guideline:
ESSTE, which orders the sequence from experimentation to
conceptualisation and enriched experimentation. What’s
more it makes the scaffolding structure clear. Therefore,
when we plan a didactic sequence it must adhere to the
following sequence:

E Experimentation: Work from personal experience.

Activate previous knowledge in a contextualised way
(Remember that adult students have a very rich and
varied cultural heritage)
S Structure: Structure and schematize previous
knowledge. Search fro coincidences and group them.
S Situate: Collect, grouping and relating common factors.

T Theorise: Add theoretical knowledge from experts.

(Explanations of a professor, consulting dossiers and
texts etc.)
E Experimentation 2: Apply an experiment to real life
enriched with the experience of all. (E1 and the theory
introduced in T.

On one side, ESSTE enables our students to unfold their

cognitive capacity, to be more receptive and to work in a
more motivated way as they start from previous knowledge
(what they already know about the subject); it structures and
situates them, in other words, it gives them form along with
the theory contribution and finally an enriched knowledge.
Other aspects that should be taken into account in order to
guarantee a scaffolding:

• Activities have to go from more controlled to les

controlled.
In order to favour learner autonomy

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Sequence of structure adapted by O Esteve from the VESET of
Korthagen (2001) in the ambit of school learning’s.
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• There needs to be individual and collaborative work in
small group and large group. Homogenous group and
heterogeneous group
• Activates which include TIC-TACS.
• [Activities, which imply small challenges.