Scaffolding Teaching Strategies

 

 

So I’m reading “Teach like a Pirate” (good book) and I come to the chapter where the author, Dave Burgess, starts to breakdown his teaching strategies.  The chapter opens with a statement; “you’ve probably learned about scaffolding and SDAIE strategies” (Teach like a Pirate, Dave Burgess).  SRRREEETTTCCCCCHHHH…wait what?  Um no, I have never learned about scaffolding strategies.

This is one thing I am quickly finding out about education, you can (and will) never stop learning.  So I did what any self-respecting teacher would do, and did a Google Search.  I found out that “Scaffolding” is as it sounds; an external structure meant to provide support to the student, and then gradually removed when no longer needed.  There are other names for this strategy, such as Zone of Proximal Development.  ZPD is defined as "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers" (Vygotsky, 1978).  Some methods for executing the scaffolding strategy are exploring prior knowledge, time to talk, pre-teaching, using visual aids, pause-ask-pause-review, and show and tell.    

Ok, so now I have some background information, now I can put it into practice. 

 

Zone of Proximal Development

Pre-Teaching

Pause-Ask-Review

 

 

 

 

 

 

Teach like a pirate...

After reading such great reviews, I finally decided to download and read Dave Burgess’ Teach like a Pirate.  Last night I dove in feet first and, while I haven’t gone out and purchased my pirate costume yet, I already am getting benefits from the book.

 

While I am only a few chapters into the book, I am quickly finding it very insightful.  The importance of passion in teaching can never be understated and it seems Mr. Burgess has mastered the skill.  “A lifeguard sits above the action and supervises the pool deck.  Although he is focused, there is a distinct sense of separateness both physically and mentally.  In contrast, a swimmer is out participating and an integral part of the action” (Burgess, 2012).  What a profound statement.  It is the swimmers that have more influence of the events going on in the pool; while the lifeguard watches over the events, the swimmers have the fun.

 

“The teachable moment is called that because if you wait it will be gone!  It’s OK to surrender your structure in the pursuit of something far more valuable in the moment” (Burgess, 2012).   All too often, as teachers, we get wrapped up in the lesson and fail to pursue those teachable moments.  Getting off track can be frustrating, especially when preparing for those wonderful “assessments”, but getting off track can lead to wonderful experiences.   Off the cuff learning can peak the students interest and increase class moral.  It can also serve to build trust in your class, and I think we all know the value of trust.

 

And finally I leave you with this gem, “ultimately, we don’t want to develop techniques to win behavior management battles, we want to develop techniques that allow us to avoid the battles altogether” (Burgess, 2012).  Wow, is all I can say to this one.  How prophetic is that!  Again trust that you built during your daily sessions pays dividends.  Working hard from day one, building trust and rapport with your students will ultimately lead to bigger and better things,

 

Ok, well it’s off to dive back into the book…more to come!