Imagine asking students to write a research paper without teaching them how to write an introduction, body and conclusion first. How about writing the equation of the quadratic formula on the board, and just giving students a set of problems to start solving with no prior instruction?
These types of tasks are nearly impossible for students if teachers do not break up the learning process into small chunks aimed at meeting the students where they are and then building on them to create new knowledge, otherwise known as scaffolding.
Meeting with several teachers recently calls to mind a couple of instances that serve as a useful reminder why scaffolding not only applies to teaching content, but is also imperative to employ when introducing new technology into the classroom. I want to share experiences from two teachers that I work with and demonstrate how scaffolding would apply to each situation.
Via Nicolette Erkelens, Shawn McCusker