This sounds like a lot of big fancy words for very simple things. >From Wikipedia:
> Scaffolding is changing the level of support to suit the cognitive > potential of the child. Over the course of a teaching session, one can > adjust the amount of guidance to fit the child's potential level of > performance. More support is offered when a child is having difficulty with > a particular task and, over time, less support is provided as the child > makes gains on the task. So, like.... yeah... If something is too hard for someone to do, and you make it easier, then he/she might be able to do it. That ain't rocket science. It also fits in perfectly well with operant conditioning approaches (i.e., shaping, chaining). There is a reason kindergarten art class doesn't declare you a failure if you cannot produce Raphael-esque realism. There is a reason someone who wants to compete a dog in a dog show doesn't start out expecting the dog to be able to do the whole routine. Later Wikipedia says: > Vygotsky was convinced that a child could be taught any subject > efficiently using scaffolding practices by implementing the scaffolds > through the zone of proximal development. <[email protected]> Is that different than *just *saying: "A child can be taught any subject if you give them easy bits at the start, and move to harder bits at a pace the child can keep up with." ?? Maybe we need to add: "And if they get stuck, try giving them a bit more guidance." ?? On Fri, Mar 26, 2021 at 7:08 PM <[email protected]> wrote: > > https://en.wikipedia.org/wiki/Instructional_scaffolding#Theory_of_scaffolding > > Great meeting, today. Sorry I overslept. I promised last week to provide > a definition of “scaffolding”, as in to “scaffold” learning, or some other > frail or undetermined process, so as to facilitate its success. For me the > clearest example of scaffolding I know is what the surgical nurse does for > the surgeon when she (sorry) lays out his tools in order on the tray beside > him. It is also connected in my mind with a theory of how best to teach > kids stuff. Your strategy should always be somewhere in the middle ground > between letting the kid figure it out for himself and just doing it for the > kid. Scaffolding relates to the concept of the Zone of Proximal > Development, which is the “space” between the tasks which the kid can do > expertly and the tasks the kid has no idea how to do them. So, for > instance, in playing a game which involves say, putting blocks into > appropriately shaped windows, the mother may do it once her self, then not > do it herself, but hold the block in the right order in her hand near the > child, then hold them in a scrambled order in her hand so the child has to > select the order, and finally spill the blocks out and leave the child to > find them himself. So at each stage she designs her support the child’s > idea needs, withdrawing support as the child becomes more capable. To me > (and perhaps me, alone) the of scaffolding relates to the question of the > origin of life debate because it contrasts with the idea of “self” > organization, which I have never understood. Instead of imagining that > chemicals just lie about in cess pools until a miracle happens, the theory > asserts that life was scaffolded by white smokers in the deep ocean. White > smokers are volcanic vents in the deep ocean floor that are constantly > emitting a flow of very hot water laden with solutes. As the water cools > it forms intricate structures with minute cavities which mimic, in some > regards, the properties of cells. Thus the smokers (on this theory) > scaffold life by making cell boundaries before there are cell walls to > contain the somatoplasm . > > All the Erics will correct me, but that is the best I can do with my > ambulator knowledge. > > > > Nick > - .... . -..-. . -. -.. -..-. .. ... -..-. .... . .-. . > FRIAM Applied Complexity Group listserv > Zoom Fridays 9:30a-12p Mtn GMT-6 bit.ly/virtualfriam > un/subscribe http://redfish.com/mailman/listinfo/friam_redfish.com > FRIAM-COMIC http://friam-comic.blogspot.com/ > archives: http://friam.471366.n2.nabble.com/ >
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