Scaffolding Learning in Physical Education

B1. How can scaffolding be used in conjunction with learning outcomes within a lesson

Scaffolding is a valuable tool both for planning lessons to achieve learning outcomes and for guiding observation and feedback in lessons. Zhao and Orey (1999) identify these six general features of the scaffolding process as: sharing a specific goal, whole task approach, immediate availability of help, intention assisting, optimal level of help, and conveying an expert model. If we apply this to the context of a lesson we can start to see how these general features can be used in conjunction with learning outcomes within a lesson and would form a crucial part of planning whether this is long or short term.

Step 1: sharing a specific goal – this can be the learning outcomes themselves, what is expected of students in the lesson.

Step 2: whole task approach – each feature of the lesson is related to the overall outcome, in effect the task is learnt as a whole instead of a set of individual skills.

Step 3: immediate availability of help - frequent success is important to the concept of scaffolding as this reduces frustration levels of the learner. Help given in a timely and appropriate manner is key to increasing motivation through a positive self-efficacy and ensuring that the learner’s time and effort is productive.

Step 4: intention assisting – by assisting the learner throughout the teacher can keep students focused on the task at hand. This step also ensures that productivity is maintained by fostering an environment where success is achievable. Sometimes it is necessary to refocus students; this also comes under the intention- assisting phase. Students may also need varying amounts of assistance throughout a lesson.

Step 5: optimal level of help – the delicate balance of how much help is required is something a teacher become accustom to judge. For this step the level of help should be directed to a task/concept/skill which the student cannot accomplish by themselves. However, if the learner lacks the necessary skills, a demonstration may be appropriate.

Finally, step 6: conveying an expert model – this is the main strategy for providing an explicit example of the task. When demonstrating the expectation of the task, a clear focus of what is expected is crucial. This may come from the teacher or other pupils – a visual demonstration can often ensure that expectations are clear.

Giving consideration to these six steps should be part of a teacher’s planning as well as integral to the in lesson interaction between the teacher and the pupils.

References & Research

Lipscomb, L., Swanson, J. & West, A. (2004). Scaffolding. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <17TH September 2014>, from http://epltt.coe.uga.edu/

Zhao, R., & Orey, M. (1999). The scaffolding process: Concepts, features, and empirical studies. Unpublished manuscript. University of Georgia.