![]() Without clear structure and precisely stated expectations, many students are vulnerable to a kind of educational "wanderlust" that pulls them far afield. We tend to think of structures thrown up alongside of buildings to support workers in their skyward efforts. The term is relatively new for educators, even though the concept has been around for a long time under other names. There is no appropriate (educational) definition in a dictionary. What do we mean by scaffolding in the context of student research in school? ![]() In this chapter, the focus is upon the scaffolding techniques that have proven especially worthwhile in an electronic context. We should have learned by now that exploration by students progresses most effectively when those students have been well equipped, well prepared and well guided along the path. Young ones were sent off on expeditions with little in the way of structure or guidance. The least successful efforts assumed too much about student skills, organizational abilities and commitment. The best of all of these efforts always made significant use of scaffolding to organize and support the student investigation or inquiry, to keep students from straying too far off the path while seeking "the truth" about whatever issue, problem or question was driving the project. ![]() The history of such efforts extends back prior to the efforts of John Dewey and more recent leaders such as Hilda Taba and John Fenton. Some (but not all) schools and teachers have been trying for decades to engage students in challenging research projects. ( click to learn more) Chapter 19 - Scaffolding for Success This article is an excerpt from Jamie McKenzie's new book,Īnd the Information Literate School Communityĭue in January. ![]()
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