Learn a six step process to scaffolding that supports learner independence and builds metacognitive skills, with Nathan Burns.
One of the most important tools that we have in the classroom are the scaffolds that we have up our metaphorical sleeves! Scaffolds can come in all shapes and sizes: times table grids, writing frames, a dictionary, a thesaurus, a calculator, manipulatives, key words banks… the list is simply endless.
Right now, we see scaffolds as cognitive supports, ensuring that our students get from where they currently are to where they need to be by the end of the lesson. But I believe they can be used for so much more.
Example scenario
Let us begin by imagining a scenario, one in which we are purposefully circulating the classroom, skimming books and live marking as we go. Let’s presume that we reach a student who is demonstrating a limited vocabulary, using the words ‘nice’ and ‘strong’, repeatedly.
As a subject expert, we understand that the quality of the writing, and subsequently, the mark that the student will receive, will increase if there is a greater variety of language used. At this point, we may decide to give a student a thesaurus, telling them to “use this to improve the range of language that you are using”. Job done, right?
Yes, to an extent. Because of our intervention, the student has the scaffold that they need to improve that piece of work, with their mark subsequently improving. Yet there is so much more we could have done.
In this given scenario, as an expert, we have invisibly determined two things. Firstly, we have evaluated the written piece and established that the range of vocabulary is limited, so this needs to improve. Secondly, we have determined that the scaffolded solution is to provide the student with a thesaurus.
But in this given scenario, the student perspective is completely different. The student is getting on with their work, feels you looming over their shoulder, reading their work and suddenly, a thesaurus appears and they are told to use it. They try their best to, and apparently their work has now improved, but so many steps of learning have been lost during this interaction.
Six steps for more effective scaffolds
So, what do I suggest to make this better?
- Continue to purposefully circulate the classroom as before, live marking students work and determining how their work can be improved.
- Provide very clear and specific feedback to the given student, with regards to the areas of strength, and the key area of improvement.
- Ensure that you clearly explain why what you are seeing needs to be improved so that the student themselves is able to look for the trigger in future. For example, if you can see that language is repetitive, ensure that you explain very clearly to the student that this needs to be a trigger for pausing and evaluating their writing up until that point.
- Take the time to explain what scaffold is required when that given mistake arises. Here, we are trying to build a call and response type loop, so that if a student spots a mistake x, they get scaffold x; if they spot mistake y, they get scaffold y.
- Model, or as needed re-model, to the student how to use the scaffold that you have just provided.
- Wait and watch the student use the scaffold the first time, to ensure that they are actually able to use it appropriately. For example, ensuring that the first synonym that the student chooses in the thesaurus is an appropriate one.
Why this process works
Overall, this 6-step process will increase the amount of time it takes to provide the student with the scaffold, but it will also lead to a few other significant benefits.
Firstly, if a student is able to identify the trigger that causes a need for correction or improvement, they will then be able to do this on their own. Thus, the student will be in a far better position to push forward their own learning independently, and not rely on you to consistently spot errors.
And that, is of course the second main benefit. By virtue of training the student to know what errors to look for and how to correct them, we no longer need to keep such a close watch over students. In fact, we are creating metacognitive students who will better be able to evaluate and drive forward their own learning. Beyond this, we can add in benefits around improved confidence, resilience and deeper subject understanding – as well as improved attainment.
So yes, in the first instance, this process will take longer. But, by taking the time to explore the area of weakness with the student and developing a mental model with them (so they can identify triggers for needed improvement, and know what scaffold to fetch and how to use it effectively), we will develop more resilient and independent learners who are able to move their own learning forward!
Author
Nathan Burns is the UK’s leading metacognition expert. He supports schools and organisations nationwide. A former Head of Maths and author of three books, he now delivers high-quality metacognition PD and maths training, sharing insights online as 'Mr Metacognition.'
