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TOPICS: Developing Students’ Knowledge (K3) of 2013 Curriculum Developing Students’ Knowledge (K3) of 2013 Curriculum from the

Results of Scaffolding in English Teaching

Diah Gusrayani1007285

S3 English Department

# First Annotation1. Author : Wendy Cumming-Potvin (Murdoch University)2. Date : 20073. Title : Scaffolding, Multiliteracies, and Reading Circles 4. Pages : 24 pages5. Publisher : Canadian Journal of Education 30, 2

Cumming-Potvin, 2007. “Scaffolding, Multiliteracies, and Reading Circles”: Using a social-constructivist

perspective of learning, the researcher investigated a grade-7 boy, Nicholas, who was identified as challenged by

the literacy curriculum. From class-observation, interviews, work samples, note taking and video-taping, in-

depth descriptions of participants’ literacy practices were noticed. A spiralling cycle of four steps are conducted

(planning, acting, observing and reflecting) involving Mrs. Parker as the teacher, 12 male and 9 female

students. Discourse analysis is also employed to examine transcripts and on both textual and contextual levels.

The analysis utilizes a multiliteracies framework and the four resourcing model to interpret Nicholas’ progress

during reading cycles. Scaffolding, diverse texts and meaningful tasks are applied as continuous treatments

involving Nicholas’ parents (mother), the teacher and the researcher. Nicholas multiliteracies in home and at

school are carefully noted and analysed. Speech patterns were deconstructed in terms of microelements such as

the use of grammar, syntax, and rhetorical devices. The scaffolding provided covers: reading picture books,

short stories, and extracts from the novel to the students; demonstrating various strategies for effective reading

with the four resources reading model; self- audiotaping; giving challenging questions; organizing a listening

post. The teacher also provided an online component, involving a class Reading Web Page for children and

parents, to access literacy materials at home and/or school. Scaffolding is also provided at home. Nicholas’

mother provided him a dictionary, helped him with the reading of the text, and played active support assistance

and support for her son’s literacy practices. The results shown that multiliteracies and interweaving scaffolding

and diverse texts in meaningful tasks can encourage agency in student learning across contexts. The zone

proximal development is varied in relation to interpersonal relationships, interaction between participants,

features of proposed tasks, and contexts of learning.

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# Second Annotation1. Author : Michael F. Mascolo (Merrimack College)2. Date : 1 August, 20063. Title : Change Processes in Development: The Concept of Coactive Scaffolding4. Pages : 125. Publisher : Elsevier

Mascolo, 2006. “Change Processes in Development: The Concept of Coactive Scaffolding”: A coactive systems

model of development provides a framework for examining other ways in which person-environment relations

may scaffold development. Three broad categories (and subtypes) of coactive scaffolding proposed here are:

ecological scaffolding, social scaffolding and self-scaffolding. Social scaffolding refers to the processes by which

co-regulated exchanges with other persons direct development in novel directions. Ecological scaffolding refers

to the ways in which one’s relation to or position within the broader physical and social ecology moves action

toward novel forms. In this sense, nature also supports human development. Ecological scaffolding comprises

three types of scaffolding: naturalistic, positional and task/object. Naturalistic scaffolding involves the use of

naturally occurring environmental features in their unaltered state to aid in acting. Meanwhile positional

scaffolding refers to the ways in which an individual’s physical position or orientation in relation to a task, object

or social context functions to organize, direct, or make an action easier to perform. Task/object scaffolding

refers to the ways in which the task itself or the objects of action structure the construction of novel ways of

acting and thinking. Self- scaffolding refers to the way in which products of the individual’s own actions create

conditions that direct and support the production of novel forms of action and meaning. Self-scaffolding

comprised into: cognitive self-scaffolding, bridging and annalogical mappings.

#Third Annotation1. Author : Geralyn M. Jacobs2. Date : Winter, 20013. Title : Providing the Scaffold: A Model for Early Childhood/Primary Teacher

Preparation4. Pages : 5 5. Publisher : Early Childhood Education Journal, Vol 29, No.2

Jacobs, 2001. “Providing the Scaffold: A Model for Early Childhood /Primary Teacher Preparation. This article

offers scaffolding as a model to be taking into account for the early childhood and primary teacher preparation.

Teachers who are able to effectively create and teach in multicultural, inclusive, hands-on, engaging, active

environments especially for young children must equipped themselves with the foundation of the scaffold in

theory and developmentally appropriate practice. First, they have to possess strategies and skills, in order to

help them to plan inviting learning environments that encourage active learning and exploration. Second,

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teacher has to be equipped with inclusion and multicultural concept of the class so that they arse ready to

challenge it to become a potential for class development. Teacher preparation programs should provide future

teachers with experiences, both in the field and in the classroom, so that they will be no longer unfamiliar with

the condition they are going to face. Scaffolding for teachers to be are also necessary, such as providing and

facilitating prepared teachers the knowledge of child development and national standards, enhancing the role of

technology, and modelling appropriate practices. When students have a clear understanding of child

development, they are better prepared to work effectively with children in their individual zones of proximal

development. Training in the latest technological advances will help students to be able to use technology for

their own purposes and to help their future students make the best use of it. In modelling appropriate practices,

the teachers should be introduced with learning centres and modelling authentic assessment. As a major part

for scaffolding to prepared teachers, they should be equipped with experiences in field, so that they can learn

various strategies and techniques. An in-depth practicum in the third year of teacher preparation can provide

students with needed opportunities to practice writing and carrying out lesson plans and developing their

observation and assessment skills. For the final touch of the scaffolding, prepared teachers should be provided a

time for reflection. They should be given the space to do reflection both the theory and practice they have

learned and experienced.

#Fourth Annotation1. Author :Jenny Hammond (University of Technology, Sydney)

Pauline Gibbons (University of Technology, Sydney)2. Date : April 20053. Title : Putting scaffolding to work: The contribution of scaffolding in articulating ESL

education4. Pages : 255. Publisher : Prospect Vol. 20. No.I

Hammond and Gibbons. 2006. “Putting scaffolding to work: the contribution of scaffolding in articulating ESL education.” It is only when support is required that new learning will take place, since the learner is then likely to be working within the ZPD. Scaffolding work this way: students are ;provided with similar tasks later in new contexts. Classroom learning to be most effective, teaching and learning tasks should be ahead of students’ abilities to complete alone, but within their ability to complete when scaffolding is provided. Effective scaffolding should also results in ‘handover’ with students being able to transfer skills and understanding to new tasks in new learning contexts, thereby becoming increasingly independent learners. Effective teaching is not simply the transmission of information from one individual to another, but is a collaborative and negotiated social process where knowledge is constructed between, rather than within, individuals. Hammond and Gibbons come up with the idea of ‘micro’ and ‘macro’ scaffolding. Macro-scaffolding is consciously planned by the teacher, therefore is called designed in scaffolding. Whereas micro –scaffolding relies in the interactional forms of students and teacher which, by their nature, is not pre-scripted or pre-planned. The realisations of designed-in scaffolding can be found in the ways in which classroom goals are identified, how classrooms are organised

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and in the selection and sequencing of tasks. In specific discussion, macro scaffolding deals with the presence or absence of: students’ prior knowledge and experience, selection of tasks, sequencing of tasks, participant structures, semiotic systems, meditational texts, metacognitive and metalinguistic awareness. The realisations of interactional scaffolding reveals in the absence or presence of: linking to prior knowledge/pointing forward, recapping/meta comment, appropriating, recasting, cued elicitation, and increasing prospectiveness. # Fifth Annotation

1. Author : Aida Walqui 2. Date : 20063. Title : Scaffolding Instruction for English Language Learners: A Conceptual Framework4. Pages : 225. Publisher : The International Journal of Bilingual Education and Bilingualism

Walqui. 2006. “Scaffolding Instruction for English Language Learners: A Conceptual Framework”. Walqui presents a model of scaffolding that emphasises the interactive social nature of learning and the contingent, collaborative nature of support and development. Drawing on sociocultural theory, the author examines specific types of scaffolding to promote linguistic and academic development. The model conceives of scaffolding both as process and structure, weaving together several levels of pedagogical support, from macro level planning of curricula to micro level moment-to-moment scaffolding and the contingent variation of support responsive to interactions. In his view, scaffolding can be thought of as three related pedagogical ‘scales’. First, the meaning of providing a support structure to enable certain activities and skills to develop. Second, the actual carrying out of particular activities in the class. And third, there is the assistance provided in moment to moment interaction.

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