Scaffolding Learning in Physical Education

A3.How does scaffolding promote learning?

In keeping with Vygotsky’s theory of ‘scaffolding’, learning is promoted in a variety of ways. These include breaking the task down in to smaller pieces (technique of a skill), co-operative learning (peer support and teacher input), communication (dialogue between teacher and students), prompts, cue cards and modelling (demonstrations). These strategies develop teamwork, peer dialogue as well as a sense of achievement. It is important when trying to promote learning that teachers consider they are there to assist learning, this involves judging students current abilities and challenging students within their capabilities. Activities which are too far out of reach or too basic can lead to frustration and disengagement. Crucial to success is the teacher’s ability to ascertain what the student already knows so that it can be “hooked”, or connected to the new knowledge and made relevant to the learner’s previous experience, thus increasing the motivation to learn.

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/