Use of Pedagogic Support (Scaffolding) in Teaching Students 183 Effective Feedback
The article tackles the problem of developing students' skill to provide feedback on completion of a task, which is at heart of self-regulation in learning. It is associated with the meta-level of information processing, and presents a noticeable difficulty to learners. Thus, the teacher needs to provide support to learners - scaffolding - when teaching them how to give a quality feedback after a group discussion. The article is aimed at analysing pedagogical instruments of scaffolding used to promote active learning. The authors develop a model that demonstrates the interconnectedness of the teacher's supportive behaviour and enhancement of learners' metacognitive skills. The following methods were used in the article: descriptive, analytical and reflective. Understanding of the key characteristics of scaffolding, such as: contingency and adaptability (tailoring support and addressing it to a specific group of learners and their current learning needs); intersubjectivity (developing common understanding); fading (gradual removal of support); transformative potential (bringing gains for learners' personal growth and empowerment), is crucial for embracing the nature of this phenomenon. The analysis of the extensive body of works in the spheres of theory of education, pedagogics and psychology, and the reflexion on practical teaching experience allowed the authors to identify a range of specific pedagogic instruments of scaffolding used by the teacher. They are described and analysed in order to demonstrate their application in various learning contexts. Clear goal-setting that precedes submitting feedback by the participants enables them to enhance teaching and learning. Work with samples may be helpful at initial stages of teaching students to give feedback. Assessment and self-assessment lay the foundations for students' active involvement in the dialogue with the teacher and their readiness to initiate this dialogue. Analysis of a learning situation and the teacher's constructive behavior may provide the students with a usable model for their own feedback. Guided reflexion helps learners to construct new knowledge about themselves and their learning behaviours. Giving feedback on learners' feedback shows students that their opinions are valued and considered by the teacher. Overall, promoting a "culture of scaffolding" within a course as well as an educational institution could bring the pedagogic interaction on a new level. An important observation the article makes is that the teacher's pedagogy focused on scaffolding to learners has a clear impact on their metacognitive skills development. The model of the pedagogic process proposed by the authors demonstrates how the teacher's instruments of scaffolding - used at the initial, or performance or after-thought phase of a scaffolded activity - are likely to influence the learner's metacognitive processes.
Keywords
pedagogic support,
scaffolding,
metacognitive skills,
self-regulated learning,
feedback,
reflexionAuthors
| Kuryan Maria L. | Higher School of Economics | marialvovnakuryan@yandex.ru |
| Voronina Elena A. | Higher School of Economics | evoronina@hse.ru |
Всего: 2
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