Breaking the “I don’t know” Cycle with Scaffolding
In the context of education, the widespread habit of saying "I don't know" can create obstacles for teachers and students. However, there's a powerful strategy that can help us replace uncertainty with confidence and competence – scaffolding. Not only does it empower learners, but it also cultivates self-reflection and brings about profound changes in the learning experience.
The "I don't know" response can stem from various reasons:
Lack of Knowledge: Sometimes, it's simply because we don't have the answer. Whether due to lack of preparation, unfamiliarity with the topic, or a misunderstood question, this feeling is entirely normal.
Fear of Failure: The fear of being wrong and facing judgment from peers, especially in a classroom setting, often leads to the "I don't know" response.
Lack of Interest: Disengagement due to a lack of interest in the subject matter can make active participation seem unappealing.
Difficulty Articulating Thoughts: For some, expressing thoughts can be a challenge, making it difficult to answer questions or contribute to discussions.
As more and more educators without a teaching credential join our schools, it becomes paramount to provide them with the support they need to succeed in the classroom. Scaffolds, in this context, are prompts and guidance that instructors offer to help students navigate the curriculum and activities effectively, facilitating the transition from novice to expert.
In much the same way, scaffolds can work wonders in helping non-certified teachers and substitutes replace the "I don't know" with the tools and support they need to face new and challenging tasks. These scaffolds can provide support for planning, activate prior knowledge, encourage reflection, and help with the transfer of knowledge and experience.
Scaffolding's foundation lies in the Zone of Proximal Development (ZPD), which illustrates the difference between what a learner can do independently and what they can achieve with guidance. Through scaffolds, we can assist adult learners in exchanging the "I don't know" for curiosity and solutions seeking. This fosters self-reflection and reshapes their thought processes through hands-on experience.
In the upcoming discussion, we will delve into the world of scaffolding and how it can be employed to break the cycle of "I don't know," equipping adult learners with confidence as they step into the teaching arena. Scaffolding is a potent tool that aids teachers in honing their skills and knowledge, allowing them to tackle intricate tasks and evolve into experts in instruction and learning.
It's important to note that a nurturing and supportive environment is crucial for teachers. When they feel safe, capable, and valued, they are better equipped to deliver quality education to their students.
Research has shown that scaffolding is effective in various settings. A study conducted by Duquesne University highlighted that scaffolding enhances metacognitive awareness and fosters authentic teaching practices. Furthermore, the Illinois State Board of Education has offered guidance on leveraging scaffolding to enhance student learning outcomes.
Nevertheless, it's essential to acknowledge that scaffolding is not without its challenges. The selection of appropriate scaffolds that cater to diverse learning and communication styles is imperative. Additionally, correctly identifying the zone of proximal development and knowing when to gradually reduce support to enable teachers to transfer scaffolds into student learning are vital considerations. Despite these challenges, scaffolding remains a powerful tool, allowing non-certified teachers to break free from the "I don't know" cycle and become more self-assured and capable educators.
Ultimately, scaffolding is a valuable instrument that enables adult learners to make a successful transition into the teaching profession. It equips them with the skills and knowledge needed to handle demanding tasks and progress toward becoming experts in their field. By breaking the cycle of "I don't know," we empower teachers to take control of their own learning, fostering confidence and competence in their abilities.
Reflective Questions for Teachers:
How can I use scaffolding strategies to help me develop the skills and knowledge to tackle complex texts of teaching?
What are some effective scaffolding techniques that I notice being used in professional learning?
Why is it important to scaffold as an adult learner so that I can provide better scaffolds for my students?
Reflective Questions for Coaches and Administrators:
How can we use scaffolding strategies to help new teachers develop the skills and knowledge they need to tackle complex texts of teaching and become more effective in their practice?
What are some effective scaffolding techniques that we can incorporate into our professional learning training to support new teachers in their development?
Why is it important to scaffold as an adult learner, and how can we model this practice in our professional learning training to provide better scaffolds for new teachers?
Scaffolding Resources:
SKS Lesson Planning Routine with AZ ELPS (2-3 grade available, stay connected to get K-12)
Access SKS Lesson Planning Routine for K-8
Access videos of the following webinars:
Empower - Strengthening Effective Teaching Habits
Learn scaffolds to streamline your lesson-planning process and develop effective teaching habits that empower both you and your students.
Teach: Build Confidence with Strategies
Learn scaffolds to confidently utilize your school's curricular materials using practical strategies to streamline your teaching methods, making complex concepts more accessible and engaging for your students.
References:
Larkin, M. (2002). Using scaffolded instruction to optimize learning. https://www.vtaide.com/png/ERIC/Scaffolding.htm
Grand Canyon University. (2023, September 22). What is scaffolding in education and how is it applied? Retrieved from https://www.gcu.edu/blog/teaching-school-administration/what-scaffolding-in-education-how-applied
Illinois State Board of Education. (n.d.). Common Core Teaching and Learning Strategies. Retrieved from https://www.isbe.net/Documents/ela-teach-strat-read-text-6-12.pdf
Northern Illinois University Center for Innovative Teaching and Learning. (2012). Instructional scaffolding to improve learning. Retrieved from https://www.niu.edu/citl/resources/guides/instructional-guide/instructional-scaffolding-to-improve-learning.shtml
WeAreTeachers. (2023, September 19). 18 ways to scaffold learning for your students. Retrieved from https://www.weareteachers.com/ways-to-scaffold-learning/
Yeschenko, M. R. (2017). Improving Metacognitive Awareness and Authentic Teaching Practices through Scaffolding Goal Setting and Reflective Practices with ECD Majors at the Community College Level (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/190
