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Instructional Scaffolding And Task analysis

What Is Instructional Scaffolding?

Instructional scaffolding is a method through which a teacher demonstrates supports for

students in order to enhance learning and help in the command of performing specific chosen

tasks. The teacher does this by progressively building on students’ experiences and knowledge as

they are learning new skills. Just like the scaffolding used in the construction industry, unlike in

the physical world, these virtual supports are used on a temporary basis, one of the most

important factors are it can be adjusted according to the students learning ability. As students

begin to understand and perform the assigned tasks, the supports of the scaffolds used are

gradually removed; teachers teaching new tasks initially have complete control and can support

their students fully. Gradually, when the students are ready, the support is withdrawn until the

students are able to explain or capable of performing the tasks on their own. Providing support,

or scaffolding, is a critical component in teaching new tasks with multiple steps. Likewise,

scaffolding is a critical element in the teaching of instructional strategies.

Table 1: INSTRUCTIONAL SCAFFOLDING TO IMPROVE LEARNING STRATEGIES

Scaffolds Ways to use Scaffolds in an Instructional Setting

Advance Tools used to introduce new content and tasks to help students learn about
organizers the topic: Venn diagrams to compare and contrast information; flow charts to
illustrate processes; organizational charts to illustrate hierarchies; outlines
that represent content; mnemonics to assist recall; Tools used to introduce
new content and tasks to help students learn about the topic: Venn diagrams
to compare and contrast information; flow charts to illustrate processes;
organizational charts to illustrate hierarchies; outlines that represent content;
mnemonics to assist recall; statements to situate the task or content; rubrics
that provide task expectations

Cue Cards Prepared cards given to individual or groups of students to assist in their
discussion about a particular topic or content area: Vocabulary words to
prepare for exams; content-specific stem sentences to complete; formulae to
associate with a problem; concepts to define.
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Concept and Maps that show relationships: Partially or completed maps for students to
mind maps complete; students create their own maps based on their current knowledge
of the task or concept.

Examples Samples, specimens, illustrations, problems: Real objects; illustrative

problems used to represent something.

Explanations More detailed information to move students along on a task or in their

thinking of a concept: Written instructions for a task; verbal explanation of
how a process works.

Handouts Prepared handouts that contain task- and content-related information, but
with less detail and room for student note taking.

Hints Suggestions and clues to move students along: ―place your foot in front of
the other,‖ ―use the escape key, ―find the subject of the verb, ―add the
water first and then the acid.

Prompts A physical or verbal cue to remind—to aid in recall of prior or assumed

knowledge. Physical: Body movements such as pointing, nodding the head,
eye blinking, foot tapping. Verbal: Words, statements and questions such as
―Go, ―Stop, ―It’s right there, ―Tell me now, ―What toolbar menu item
would you press to insert an image?, ―Tell me why the character acted that
way.

Question Cards Prepared cards with content- and task-specific questions given to individuals
or groups of students to ask each other pertinent questions about a particular
topic or content area.

Question Stems Incomplete sentences which students complete: Encourages deep thinking by
using higher order ―What if questions.

Stories Stories relate complex and abstract material to situations more familiar with
students: Recite stories to inspire and motivate learners.

Visual Scaffolds Pointing (call attention to an object); representational gestures

(holding curved hands apart to illustrate roundness; moving rigid hands
diagonally upward to illustrate steps or process), diagrams such as charts and
graphs; methods of highlighting visual information.

Source: (Alibali, 2006)

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Preparing to Use Scaffolding

As with any teaching technique, scaffolds should complement instructional objectives. While we

expect all of our students to grasp course content, each of them will not have the necessary

knowledge or capability to initially perform as we have intended. Scaffolds can be used to

support students when they begin to work on objectives that are more complex or difficult to

complete.

Methods of Task analysis using Instructional Scaffolding

For example, the instructional objective may be for students to complete a major task. Instead of

assuming all students know how to begin the process, break the tasks into smaller, more

manageable parts.

I. First, the teachers provides an outline of the components of the task

II. Then students would prepare an outline of the task based on their understanding of the

teachers’ instruction and their current knowledge.

III. The teachers then provides a rubric of how each task criteria will be assessed

IV. Students would then work on those respective criteria and at the same time perform a self-

evaluation of their progress

V. The pattern would continue until the task is completed (although scaffolds might not be

necessary in all parts of the tasks)

In other words, begin by providing scaffold instruction in small steps with content you are most

comfortable teaching. The following points can be used as guidelines when implementing

instructional scaffolding.

 Select suitable tasks that match curriculum goals, course learning objectives and students’

needs. Allow students to help create instructional goals (this can increase students’

motivation and their commitment to learning).

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 Consider students’ backgrounds and prior knowledge to assess their progress – material

that is too easy will quickly bore students and reduce motivation. On the other hand,

material that is too difficult can turn off students’ interest levels).

 Use a variety of supports as students’ progress through a task (e.g., prompts, questions,

hints, stories, models, visual scaffolding ―including pointing, representational gestures,

diagrams, and other methods of highlighting visual information (Alibali, M, 2006).

 Provide encouragement and praise as well as ask questions and have students explain

their progress to help them stay focused on the goal.

 Monitor student progress through feedback (in addition to instructor feedback, have

students summarize what they have accomplished so they are aware of their progress and

what they have yet to complete).

 Create a welcoming, safe, and supportive learning environment that encourages students

to take risks and try alternatives always use positive reinforcements (everyone should feel

comfortable expressing their thoughts without fear of negative responses).

 Help students become less dependent on instructional supports as they work on tasks and

encourage them to practice the task in different contexts.

Benefits of Instructional Scaffolding

 Challenges students through deep learning and discovery

 Engages students in meaningful and dynamic discussions in small and large classes

 Motivates learners to become better students (learning how to learn)

 Increases the likelihood for students to meet instructional objectives

 Provides individualized instruction (especially in smaller classrooms)

 Affords the opportunity for peer-teaching and learning

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 Scaffolds can be ―recycled‖ for other learning situations

 Provides a welcoming and caring learning environment

Challenges of Instructional Scaffolding

o Preparing and planning for and implementing scaffolds is time consuming and

demanding.

o Selecting appropriate scaffolds that match the diverse learning abilities of students.

o Knowing exactly when to remove the scaffold so the student does not rely on the scaffold

providing unnecessary or too much support.

o Not knowing your students well enough (their cognitive and affective abilities) to provide

the appropriate scaffolds.

Instructional scaffolds and task analysis enhances learning through getting to know your

students properly, understanding your students with the necessary feedback and shared

responsibility. Through the supportive and challenging learning experiences gained from

carefully planned scaffold learning and proper task analysis, teachers can help students become

lifelong, independent learners.

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T states the topic for the session is “CPU”

CPU is made
up of CU and ALU T informs
T informs students that the CPU is the central processing students that our
Unit concerning matter goal/aim are to
ALU Does all identify the
T asks students to recall where processing the Calculations, functions
takes place.in Main Memory Logical and Calculations,
Comparisons Logical and
functions Comparisons
T asks students to gather as closely as they can in a corner
of the classroom & states that each person represents a data
and applications waiting to be process.

They want to move T states

T asks students to wait for instruction from from where there are to the same
the CU. And if yes to moving, why? where processing takes occurs in the
place Main Memory CPU

T tells students to move to where processing takes.

Main Memory

T states
T asks students if movement was organized or Organized by the same
random the Control Unit occurs in the
CPU

T sets up a few of the students with priority setting T states

and asks students what they think will take place with The OS gets Priority these
these students. T states that sometimes the CU gives to Manage the Computer functions
priority to certain programs. E.g. The OS Functions occurs in CPU

Send to be Send to be
saved Secondary saved Secondary
Storage Internal Storage Externa
Hard drive Drives

Flow Chart Showing Instructional Scaffolding Of the CPU

T- Teacher

CPU- Central Processing Unit

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CU – Control Unit

ALU – Arithmetic Logic Unit

The instructional scaffolds used in the flow chart above include: role-play, questioning,

examples, and visual scaffolds. These were all used to identify and establish relationships with

respect to the processes of Central Processing Unit.

The flow chart attempted to include all key components of scaffolding. The selected topic

and the stated aim/goal are in accordance with tasks that match curriculum goals. The exercise

required students recall prior knowledge of Central Processing Unit, helping to establish a point

from which progress can be made; and for the introduction of new tasks that can build on that

prior knowledge. A variety of instructional scaffolding supports were used, as stated above; in

order to assist in progressing the students through the task. Throughout the flow chart, the

questions and activities served to keep the students focused on the goal, as well as to demonstrate

their progress in conducting the tasks. In addition, fun and interactive activities were selected to

create a supportive learning environment where the students would be comfortable in expressing

their ideas and opinions.

An important aspect of the scaffolding process illustrated in the flow chart is that once

the instructional scaffolds are removed, with respect to Central Processing Unit, students can

now apply the new principles and concepts learnt to everyday situations; and provide reasonable

explanations respect to the movement of Data throughout the Central Processing Unit.