Task:
Herrington et al (2010)
outlines 9 elements of Authentic learning environments. You will be paired to
tackle one element per pair. Using both the reading and carefully watching
Harrington's video for the specific element on http://authenticlearning.info/AuthenticLearning/Home.html
For each element
(teach the class - you will choose how you do this but to be shared on the
Padlet):
a). Discuss the
element in your own words
b). Drawing from your
own context/discipline, develop a detailed example of how the element can be
achieved.
Prepared By:
Oluwaseun Oyekola and Nathan Joseph
Date: 23 April 2020
Element
8: Provide coaching and scaffolding by the teacher at critical times
Scaffolding
& Coaching
Coaching
refers to a role whereby one (teacher or able learner) supports or guides
learners instead of giving instructions which is the traditional approach of
teaching and learning. Coaching consists of observing students while they carry
out a task and offering hints, scaffolding, feedback, modelling, reminders, and
new tasks aimed at bringing their performance closer to expert performance.
Coaching may serve to direct students’ attention to a previously unnoticed
aspect of the task or simply to remind the student of some aspect of the task
that is known but has been temporarily overlooked. The content of the coaching
interaction is immediately related to specific events or problems that arise as
the student attempts to accomplish the target task. Scaffolding involves the gradual removal of supports until
students are on their own. This assists the learners to develop
HOTS. These supports can take the form of either suggestions or questions. In
scaffolding the teacher aids the learner in executing parts of the task that
the student cannot yet manage. A requisite to such scaffolding is accurate
diagnosis of the student’s current skill level or difficulty and the
availability of an intermediate step at the appropriate level of difficulty in
carrying out the target activity. Instructional
scaffolding as a learning theory identifies the importance of providing
students with enough support in the initial stages of learning a new subject. A
'scaffold' ensures that students are not left to their own devices to
understand something. The support, or scaffold, is removed when the student is
ready.
Using this
element, a collaborative partnership is established, and the two parties become
co-creators of contents. Transmission of knowledge is avoided. Interactions are
encouraged between the learner and the teacher. The teacher further mediates an
interaction between the learner and contents. A learner-learner interaction can
also take place through peer collaboration.
Further,
coaching and scaffolding encourage interactions with students to occur mainly
at the metacognitive level (Savery & Duffy, 1996).
Examples
Example of
Coaching: Observe
students during practical sessions. After observing, provide feedback on which
aspects of practice could be improved and how.
Example of
Scaffolding: Be aware of students' previous experiences
and offer sufficient opportunity for independent activities. Aid when
activities seem particularly difficult for the student(s). Gradually reduce
support for certain activities so that the student(s) can become more
independent.
Examples in
Context:
Using technology ICT tools to create
opportunities for communication and collaboration, for example: Visual
presentations (Powerpoints /Google slides, Piktochart / Visme Infographic,
Video Clip/You-Tube Video etc.). These tools assist learners to connect
abstract concepts with real-world applications.
- Using Microsoft Word tools such as track changes when students submit their theses or reports
- Using tutors and teaching assistant
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