Scaffolding can be described as cognitive support to learners given by the teachers to help them solvevarious tasks which they might not be able to solve on their own (Bruner, 1978).
Key idea: Teacher prompts function as scaffolds that let learners do more than they could alone (p. 3). Why it matters: Pairs naturally with CUP to justify teacher-led translanguaging prompts.
we need to work with kids at the outer edge of their reading ability and writing ability so they’re being pushed
Very #Vygotsky, Zone of Proximal Development.
are grouped intentionally to provide a mix of skill levels,
Zone of Proximal Development -Vygotsky; by mixing skill levels, students at a lower skill will learn from those at a higher skill; those at a higher skill will better understand the process/concept by helping teach those at lower skills
With carefully trained eyes and an imported telescope by brother was able to recognize the constellations and point them out on his star map.
Mentoring. Apprenticeship.
Identification. Attachment.
Zone of proximal development.
By now I had become quite hooked on experimenting with the system, and lots of questions along the line of “I wonder what would happen if?…” sprang to mind.
Sounds like this is a shared experience we have, as we dig deeper into #SonicPi. Even SPi author Sam Aaron described something similar, in an interview (ca. 33:27). Might have to do with the affordances of a system meant for learning. You know, “scaffolding” and all that.