During an in-person class, an image of an unfinished house was presented to us and the question: “Framework: what images does the word conjure?” was posed. The word and image conjured “scaffolding” to me
Scaffolding within education means “providing temporary support for an inexperienced learner in order to help them to complete a task or acquire a skill, and then gradually withdrawing that support.”
According to Vygotsky’s ZPD (1978) theory, learning is not static and it is necessary to provide a space for collaboration: supporting peer-to-peer learning and knowledge exchange (the social context of learning), enabling students to gain an understanding of topics from capable peers’ perspectives. This theory also states that is necessary for teachers to scaffold knowledge by providing examples (demonstration of tasks) of problem-based learning, through supportive interaction and emphasis on student interests (prior knowledge), to bring learning about, within creative education/education in general.
On reflection, this theory will support the development of my delivery, as it encourages interaction, which I have received feedback on previously. Examples of what I can implement are:
The ZPD theory would not be as effective within my practice in 121s or independent learning, due to the lack of participants. But could scaffold independent learning post the session/class.
To conclude the ZPD would work well in delivery where high participation is present but would not be as effective within all my practice. Although, outcomes of this theory could contribute to and scaffold independent learning tasks.
References:
Zone of proximal development – Vygotsky, LS (1978)