Podcasting, Web 2.0 and other means of Scaffolding

Scaffolding examples are simplifying language and format, visuals and graphics, manipulatives, providing choices, cooperative learning, modeling and native language support and they are useful techniques to make content more accessible for students. As a parent and a teacher, I like Modeling, coaching and fading away the best. Though slowed speech, pauses, and speaking in phrases, providing correct pronunciation by repeating student responses and paraphrasing (Echevarria et. al., 2008) are all very efficient ways too. I like modeling not only in providing exemplars for past classes, analogies and or modeling reading, writing and note-taking strategies; but in the more general yet specific technique. Scaffolding in this way is presenting the lesson while modeling it from a students’ perspective. The instructor challenges herself with the same trial and errors that a student might face when solving the problem.

With Modeling, Coaching and fading away comes higher thinking skills. Thinking and/or the language of thinking is the mental process where words are used to describe and or evoke thought. To do so causes learning to happen as it draws on one's own interests, prior knowledge, and experiences in order to make the mental process happen. Effective learners actively take charge of their own learning by doing so. (Tishman Sh., Prekins D.N, Jay E. 1995)

The importance that other forms of scaffolding like multi- and hyper-media, podcasting, vodcasting, and other Web 2.0 tools have towards education is also great. Both allow teachers as well as students to create a variety of different presentations. Furthermore, it gives students the opportunity to learn by doing. Through active participation students stay focused and engaged in their own learning. (Norton P. & Sprague D. 2001 p.187-215)

Students are able to collaborate on projects and activities that allow them to interact with and think critically about what they are learning.

There is a learning model built into the design process that addresses internal and external concepts. Higher order thinking skills come into play. It also accommodates nonlinear exploration of information and students learn when they are actively involved in their own learning.