Effective Teaching and Learning: scaffolding revisited

Bliss, Julie; Askew, Mike; Macrae, Sheila

doi:10.1080/0305498960220103

Cited by 130 publications

(75 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, they assert that much of students' classroom talk has a considerable learning value and should be used by the teacher when scaffolding. Another important source of difficulties is teachers' insufficient knowledge of and experience with scaffolding students (Bliss et al, 1996). In our experience, open-inquiry by scaffolding is difficult to carry out as the teachers are not prepared for the role of giving students space as well as structure and they do not see this role exemplified by their colleagues at school.…”

Section: Guiding By Scaffoldingmentioning

confidence: 87%

“…Guiding by scaffolding is a general teaching principle, and from this notion a broad variety of general scaffolding tools can be generated, such as asking questions and hints for structuring task activities, but criteria for selecting appropriate scaffolding tools in specific situations are lacking (Bliss et al, 1996). In our study, we used the concerns identified with the teachers (see Findings section) as a starting point.…”

Section: Designing the Scaffolding Toolsmentioning

confidence: 99%

“…Scaffolding begins with establishing the learner's initial conceptions and goal conceptions, which is, in terms of Vygotsky (1978), clarifying the actual development level of the learner and the intended potential development level. Bliss, Askew, and Macrae (1996) identified a number of important scaffolds like giving approval, probing learner's ideas, structuring task activities, and providing general hints or specific suggestions that will help the learner throughout the task. Asking questions to the learner and using appropriate written materials are other important scaffolding tools.…”

Section: Guiding By Scaffoldingmentioning

confidence: 99%

See 2 more Smart Citations

Scaffolding Science Teachers in Open‐inquiry Teaching

Valk

Jong

2009

International Journal of Science Education

View full text Add to dashboard Cite

Section: Guiding By Scaffoldingmentioning

confidence: 87%

Section: Designing the Scaffolding Toolsmentioning

confidence: 99%

Section: Guiding By Scaffoldingmentioning

confidence: 99%

See 1 more Smart Citation

Scaffolding Science Teachers in Open‐inquiry Teaching

Valk

Jong

2009

International Journal of Science Education

View full text Add to dashboard Cite

“…In previous research, this has not always been the case. In a study of Bliss et al (1996) for example, teachers-who participated in a professional development programme on scaffoldingkept struggling with the application of scaffolding in their classrooms. An unintended effect of our programme (that is, we did not focus on this aspect in our programme) was that in the classrooms of teachers who learned to scaffold, the independent working time for small groups also increased.…”

Section: Discussionmentioning

confidence: 99%

The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support

et al. 2015

View full text Add to dashboard Cite

Teacher scaffolding, in which teachers support students adaptively or contingently, is assumed to be effective. Yet, hardly any evidence from classroom studies exists. With the current experimental classroom study we investigated whether scaffolding affects students' achievement, task effort, and appreciation of teacher support, when students work in small groups. We investigated both the effects of support quality (i.e., contingency) and the duration of the independent working time of the groups. Thirty social studies teachers of pre-vocational education and 768 students (age 12-15) participated. All teachers taught a five-lesson project on the European Union and the teachers in the scaffolding condition additionally took part in a scaffolding intervention. Low contingent support was more effective in promoting students' achievement and task effort than high contingent support in situations where independent working time was low (i.e. help was frequent). In situations where independent working time was high (i.e., help was less frequent), high contingent support was more effective than low contingent support in fostering students' achievement (when correcting for students' task effort). In addition, higher levels of contingent support resulted in a higher appreciation of support. Scaffolding, thus, is not 123Instr Sci (2015) 43:615-641 DOI 10.1007/s11251-015-9351-z unequivocally effective; its effectiveness depends, among other things, on the independent working time of the groups and students' task effort. The present study is one of the first experimental study on scaffolding in an authentic classroom context, including factors that appear to matter in such an authentic context.

show abstract

“…Many of them show resistance towards implemented innovations and feel that they do not have enough expertise, for instance, insufficient knowledge and skills regarding appropriate new guidance for their students (Bliss, Askew, & Macrae, 1996). Another example is regarding the use of new technologies.…”

Section: Difficulties In Implementing Innovations In Classroomsmentioning

confidence: 99%

Empowering Teachers for Innovations: The Case of Online Teacher Learning Communities

Jong¹

2012

View full text Add to dashboard Cite

Implementing innovations in classrooms often evokes a variety of recurrent difficulties, especially feelings of resistance among experienced teachers. Modern teacher education aims at reducing their opposition by empowering these teachers for developing new knowledge, beliefs, and skills. A growing number of these teacher courses is designed as teacher learning communities (TLC-s). A specific category of them, online networks, is the scope of the present paper. Main values and attributes of these communities are addressed. This is followed by presenting some leading principles for designing TLC-s. Important principles are: (i) creating subcommunities within large-scale online networks, (ii) combining online activities with face-to-face meetings, and, (iii) facilitating more equality in online group participation. These principles are illustrated by examples of real practices. Finally, main conditions for successful new online TLC-s are presented. Prospects for advanced studies of practices of these communities are also given.

show abstract

Effective Teaching and Learning: scaffolding revisited

Cited by 130 publications

References 9 publications

Scaffolding Science Teachers in Open‐inquiry Teaching

Scaffolding Science Teachers in Open‐inquiry Teaching

The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support

Empowering Teachers for Innovations: The Case of Online Teacher Learning Communities

Contact Info

Product

Resources

About