Scaffolding Writing- Diana Edmonds

 

As a teacher, I've always believed that every student has the potential to become a proficient writer. However, helping them unlock this potential often requires a careful and strategic approach. One educational concept that has significantly impacted my teaching of writing is the idea of "scaffolding."

Scaffolding is a pedagogical technique rooted in the socio-cultural theory of Lev Vygotsky. It involves providing structured support to learners as they engage in tasks that are just beyond their current level of competence. The support can take various forms, such as guidance, modeling, feedback, and resources, with the goal of gradually shifting responsibility to the learner as they develop greater independence and proficiency. In my previous classroom, I've witnessed the transformative power of scaffolding in writing. It's not enough to simply assign writing tasks and expect students to excel independently. Instead, I've seen my co-teacher adopted a scaffolding approach that considers each student's unique needs, providing the right level of support at the right time.

For instance, when introducing a new writing genre, she began with explicit instruction, breaking down the structure, language features, and purpose of the genre. Then she explored mentor texts as models, collectively analyze them, and brainstorm ideas as a class. This initial support helps demystify the writing task and builds students' confidence. Then, there was the gradually release of control, offering more autonomy as students gain proficiency. This might involve peer collaboration, self-editing checklists, or mini-conferences where she provided targeted feedback. By the end of the unit, the students seemed more capable of independently crafting well-structured and thoughtful pieces of writing.

I do believe that incorporating scaffolding into writing will revolutionize my lesson planning. I’d be able to design lessons with a deliberate progression of support in mind, ensuring that students receive the necessary guidance and tools to succeed. It's a dynamic process that adapts to the changing needs of each student. Moreover, the inclusion of scaffolding is able to make my teaching more responsive. I'm better equipped to identify struggling learners and provide timely interventions. This new insight on scaffolding has also opened my mind to providing a more inclusive classroom environment- accommodating students with diverse writing abilities. What I find most intriguing about scaffolding in writing is how it aligns with Vygotsky's idea of the "zone of proximal development" (ZPD). It emphasizes that learning is not a one-size-fits-all endeavor. Scaffolding recognizes that students have varying levels of readiness and that with the right support, they can reach new heights of competence.

Title: "Scaffolding: An Ongoing Process to Facilitate Students' Problem Solving and Learning" 

Authors: Kathleen F. Graves 

Published in: The Reading Teacher (1996) 

Link: [Read the article] (https://www.jstor.org/stable/20204900)

This scholarly article by Kathleen F. Graves delves into the concept of scaffolding, its historical roots, and its practical applications in education. It discusses how scaffolding can be employed to support learners in problem-solving and learning tasks, offering valuable insights into the pedagogical underpinnings of this approach. Incorporating scaffolding into my teaching cannot only enhanced my students' writing abilities but has also enriched my teaching practice. It serves as a reminder that, as educators, we have the power to guide and empower our students, enabling them to scale the peaks of academic achievement, one step at a time.

The Videos below are a visual representation of scaffolding in practice and a explanation of ZPD