CTVSD5/Introduction/Scaffold

What is scaffolding?
A Soviet Psychologist, Lev Vygotsky (1896-1934) conducted many studies that led to instructional scaffolding, sometimes referred to as “Vygotsky scaffolding”.

The idea behind instructional scaffolding is to build on knowledge the student has, and slowly remove the assistance (scaffolding) until the student can complete the task without the assistance of the trainer. Much like teaching a child to walk we start by holding their hand. A student is able to build on what they know and learn by guidance and working with the assistance of others until they can work independently.  Why do we scaffold?

When you are aware of the challenges students may face, you can build support into your training design to support the learners.

If you can eliminate common issues in the design, you can reduce the modification and variation later.

By understanding the common issues that may impact on your expected cohort of learners, you are on the way to reducing their impact.

How to plan scaffolding in your design
Ways to scaffold

When scaffolding support into your learning design consider at what points you will need to explain new concepts or tasks.

All adults have learning and experiences which are often relevant to the new journey. As a trainer it is beneficial to check with the students as to what they already know about a new topic before introducing new information to expand that knowledge or adapt what they know to the new topic.

Introducing a new topic to a student may look like this:
 * Allow sufficient time to gather prior knowledge and introduce new topics and expectations.
 * Demonstrate to the learner the new technique. Allow time for them to take notes and ask questions to clarify what you are doing and understand why you do it the way you do.
 * Allow the student time to undertake the task at their pace in your presence to ensure they can complete the task safely, correctly and ask any additional questions.
 * The student should be allowed time to reflect on the learning before repeating the task.
 * Provide the student with an opportunity to perform the task and ask for feedback on completed item.

The high-level plan

Review your delivery plan and consider what supports you need to include for your students. They may require additional explanation or demonstration, written instructions, picture step examples or other appropriate supports to achieve the outcome. If you have not already done so, use the template provided at step 2 of Your learning project.

Evaluate your existing resources for quality and relevance for your cohort
Why we evaluate

In the interest of improving the outcomes for our learners it is beneficial to review the content being delivered to ensure it is appropriate and meets the learners needs. Seek feedback from users of the learning material – does it meet the needs of the learners; does it need clarity or review to better meet the needs.

If our resources and information delivery is concise and clear our learners are supported to learn new content efficiently allowing for progress, knowledge and skill development.

How we evaluate

There are multiple ways you can evaluate the quality and effectiveness of your resources.

Possible methods may be:
 * Observe your learners. After delivery of the information, are they able to complete the task?  How much additional information do they ask or require from the trainer?
 * Speak with the learners – did the material meet their needs. Were the explanations clear and provide them with enough knowledge to comfortably undertake the new task?  Did the learner have any special support requirements and were they addressed in the material or are modifications recommended?
 * Anonymous survey – provide the students with a means to comment and review the supports and materials without being identified. Students may feel more comfortable and share more feedback in this way.

How to incorporate the evaluation results into the training design

It is recommended that when you receive the feedback to consider the information given.
 * Is it relevant and appropriate?
 * Can the information be actioned?
 * Does it provide clear direction as to where improvements can be made, or review is required?

When considered feedback provides an opportunity for reflection and review of materials, incorporate the changes for the next delivery of training. Then review again. The continuous improvement approach will build solid resources and your training methods and outcomes are sure to improve.