Phases Characteristics Scaffolding Strategy

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b. Phases

In Lange’s Instructional Scaffolding: A Teaching Strategy 2002: 9, Byrnes, an education practitioner, explains that there are four main phases of the implementation of Scaffolding Strategy being proposed by Vygotsky. The first phase is modelling with verbal commentary phase. In this phase, the lecturer provides scaffoldings for the students Lange, 2002: 9. The scaffoldings that are intended such as presenting course goals, giving step-by-step instruction, and showing the scoring rubric that define excellence. The lecturer also gives examples of how to perform difficult tasks. The second phase is students imitate the skill modelled by their instructor or lecturer they have seen, including the commentary Lange, 2002: 9. In imitating phase, the lecturer must constantly assess students’ understanding and must offer frequent assistance and feedback. The third phase is the period when the lecturer begins to remove herhis scaffolding Lange, 2002: 9. The lecturer offers progressively less assistance and feedback to herhis students as they begin to master new content andor process. In the last phase, the students have achieved an expert level of mastery. They can perform the new task without any help from their lecturer Lange, 2002: 9.

c. Characteristics

The entire concept of scaffolding is based on the lecturer’s temporary support of the student. This temporary scaffolding is gradually reduced until the student is able to function independently and take ownership of the task Henry, 2001: 6. These supports may include resources, a compelling task, and a template 15 and guidance. According to McKenzie 1999: 2, there are at least eight characteristics of educational scaffolding: 1. Provides clear direction The lecturer offers step – by – step direction of what a student should do along the process of achieving certain learning goals. Clear direction is aimed at minimizing students’ confusion and anticipating the learning problem. 2. Clarifies purpose Learning purpose or learning goal is placed in the front fore because by knowing the learning destination, students will be motivated in every process they engage in. Learning purpose or learning goal helps students to figure out what should be achieved. 3. Keeps students on task Scaffolding not merely gives clear direction. The activities conducted are energizing and controlling at the same time. 4. Offers assessment to clarify expectations From the beginning of the course, students are shown rubrics and standards that define excellence. By understanding the clear scoring criteria, it is easy to know what constituted quality work is. 5. Points students to worthy sources The development of technology and communication create a great information means: Internet. However, Internet that is susceptible to confusing, weak and unreliable information outweighs and threatens to drown out the information 16 most worthy of consideration. Scaffolding identifies the best sources so students can use worth and reliable sources. 6. Reduces uncertainty, surprise and disappointment Learning goal, step – by – step instruction, and assessment that define excellence are offered as the external support. Those things give general picture of the course all at once depict the detail points to do. Everything is clearly presented to reduce uncertainty, surprise shocking, and disappointment on the learning process. 7. Delivers efficiency Scaffolded lessons still require hard work, but the work is so well centred on the inquiry. 8. Creates momentum The learning guiding achieved through scaffolding concentrates and directs energy in ways that actually build into momentum. According to Bransford, Brown, and Cocking, the scaffolds that are usually provided can be in a form of activities and tasks that motivate student to complete tasks or assignments given excellently and independently; for example simple task that enables the students to manage and to achieve it and provides clear direction and goal, and can reduce the frustration and risk Van Der Stuyf, 2002: 3. Axford, Harders, and Wise 2009: 3 explain clearly that a lecturer who provides some advanced organisers to herhis lesson or course can claim to have scaffolded hisher students into the tasks. 17

d. Types and Examples of Scaffolding