DOING IT RESILIENTLY

MODULE 4: RESILIENT LEARNING ACTIVITIES

4.1 SCAFFOLDING LEARNINGKEY LEARNINGS AITSL Standards 1.6, 3.1, 3.2 Understand the learning theory behind scaffolding and what it looks like in practice Determine ways in which scaffolding operates as a resilience challenge and a resilience resource Recognise the elements of optimism and how they can be developed to address teacher practice challenges

ENGAGING

How confident are you about scaffolding students’ learning so they can systematically build their knowledge and confidence?

What links do you see between the cartoons and the activity of scaffolding student learning, or of students’ experience of being scaffolded in their learning?

What does being resilient when scaffolding student learning mean to you?

EXPLORING: Scaffolding and your students, scaffolding and youWhat is scaffolding?

Make a labelled diagram or sketch drawing of a physical scaffold to help you think about the meaning of the word in other contexts.

How does this picture link to what you understand scaffolding to be when used by a teacher and/or student in a learning context?

So, scaffolding is using a range of temporary approaches and tools (conceptual, material, linguistic) to lead students to new understandings. The supports are gradually removed as students develop independent learning strategies.

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Contingent scaffolding is what teachers do ‘off the cuff’ responding to learning needs

Embedded scaffolding is planned for

Reciprocal scaffolding is when peers provide it

Technical scaffolding is using technology (digital or otherwise) to bridge the gap between prior and new learning

Types of Scaffolding Scaffolding Activity examplesBreaking down a task into small steps or sub-skills/do simplified version first

Get students to use a simplified step-by-step ‘interviewing checklist’ to prepare and use when interviewing each other, before extending this to prepare and interview local migrants/refugees about their migration experience

Resources (visual representations, vocabulary posters etc)

Displaying an historical timeline in advance of learning about a period in history (e.g. the ‘waves’ of refugees/migrants) with new vocabulary highlighted

A compelling task (linked to real world or real desire to complete)

Create a published account of local migrants/refugees’ stories about coming to Australia and have a launch in the local library

Templates/graphic organisers and other visual guides to fill in

Displaying a gapped historical timeline that students fill in as learning progresses

Support developing cognitive and social skills (group roles, specific thinking processes e.g. classifying/comparing/inductive reasoning)

Teaching the comparing activity and graphic organiser so students can compare two historical episodes

Key questions or hints/cues to guide predictions/deeper investigations

Using Socratic questioning to challenge the basis on which students base historical knowledge/conclusions (e.g. ‘what are the assumptions behind your statement’)

Modelling a process (think aloud) or providing an example of a completed product

When assessing the validity of a source, ‘think-aloud’ the process of asking: what do I see, what do I assume, where did this come from, why was this made, what’s missing etc.

Linking to a student interest/experience or activating prior knowledge

Link to national/international news stories about migration/refugees or local individuals or families, depending on context

Suggesting possible strategies for students to use during independent learning/practice

Provide two or three annotated models of an engaging migrant/refugee story (previously discussed) and encourage students to use these when creating own migrant/refugee story to improve content and presentation.

Scaffolding though the lesson sequence Different lesson sequences offer different TYPES of scaffolding. There is no one perfect scaffold. Consider which of the above types of scaffolding are offered in each of the following lesson sequence types:

1: The Hunter Lesson Design Model: a form of explicit teaching/mastery learning: anticipatory set, objective, modelling, guided practice, checking for understanding, independent practice, closure

2: 5 Es: Engage, Explore, Explain, Elaborate, Evaluate

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3: BDA Approach: Before (prepare students for task); During (help students think through and organise ideas); After (demonstrate or translate understanding)

4: Inquiry Learning:

5: Concept to Activity or Activity to Concept structuring choice: Procedural to Declarative or vice versa

Tallying Activity

Activity to Concept Structure Concept to Activity Structure

beanbag target toss collect scores evaluate different ways of collecting scores explore tallying concept find examples of tallying in real world

find examples of tallying in real world explore tallying concept determine steps to tallying beanbag target toss

Activity to Concept Structure Concept to Activity Structure

students count to ‘duh dum’ beats in others chests per minute after diff. activites

compare results draw conclusions and make predictions about the

meaning of the beats explore heartrate concept find uses of heartrate measures in real world

Students classify different images of hearts Students determine meaning(s) and role of heart Physiological purpose/meaning of heart as pump

explored Uses of heartrate in real world Measure heartrates BDA exercise and compare

Scaffolding as a resilience resource and a resilience challenge In what ways (or situations) is scaffolding a ‘resilience resource’? When/how can it be a resilience challenge?

THEORY IN OVERVIEW:

Lev Vygotsk: the ZPD:

Examine the two graphics left and below and determine which elements constitute your ‘prior knowledge’ and which develop your understanding of the ZPD.

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John Hattie (and others): the gradual release of responsibility

What are some of the supports that need to be put in place to ensure that this ‘gradual release’ actually happens?

Figure 1.2. Gradual Release of Responsibility

Carol Dweck: Growth mindsets, high expectations, high supportHigh expectations, coupled with high support help students (and teachers) develop a growth mindset (believing

that intelligence or ability is not fixed but can be developed by persistence and good strategies).

How does the growth mindset concept link to the ZPD diagram below?

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A CASE STORY

Identify the places in the story where scaffolding is implicitly or explicitly mentioned.

What resilience resources (individual and/or environmental) did the teacher use to support her ‘through

the fog’?

Does the metaphor of the ‘fog’ resonate for you? Or does another metaphor fit better?

How is teaching different from other kinds of work? How can schools support early career teachers so that their work is not as emotional

and tiring?

YOUR STORY: USING TEXT AND/OR ART

a) Create a piece using word, colour, form, collage etc. that presents your idea about what scaffolding

learning can achieve for your students. Focus on expressing both your concept of what scaffolding

does on a personal and individual level for the students you work with and the positive feelings

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(excitement/joy/hope) about what you can achieve as a teacher when scaffolding works well (e.g.

you might think of scaffolding as creating a ladder or bridge and encouraging/inviting your students

to use it, or as taking a walk with them through an exciting and scary landscape and pointing out the

safe and fascinating things on the way or .. . . )

b) Share with a colleague and have a go at interpreting their expression

c) How might you use this image/text when you are struggling to effectively scaffold learning?

WHAT THE RESEARCH SAYS

OptimismImportant aspects of emotional competence for teachers include the capacity to manage feelings, persist, handle stress and “confront failure with optimism” (Tait, 2008, p. 60). Optimism is an important ‘cognitive filter’ (Forgeard & Seligman, 2012) that influences an individual’s perception of the world and interpretation of events, which in turn influences reactions and adaptive processes. Optimism has been associated with numerous positive consequences such as higher levels of subjective well-being, fewer symptoms of depression, and use of adaptive coping strategies (Forgeard & Seligman, 2012). Teacher resilience researchers have also described optimism as an important protective factor for teacher resilience (Beltman, Mansfield & Price, 2012; Tait, 2008) and well-being. Tyson, Roberts and Kane (2009) suggest the possibility that teachers using an optimistic thinking and resilience program (Aussie Optimism) with their students may also benefit. Their findings showed teachers involved in the program had lower levels of job related anxiety and depression.Tips: daily positive recognitions ‘What have I done well today?’ habit; failure a learning experience and step towards next success; practice challenging thought patterns and they’ll become automatic; tomorrow can start fresh/try again; surround self with positive people; look at solutions not problems; focus on things you CAN control

HumourRecent research has shown that humour can play an important role in the resilience process. E. Cameron, Fox, Anderson and C. Cameron (2010) for example found that adolescents deemed ‘at-risk’ used various forms of humour (teasing, joking, physical play, sarcasm and parody) to assist them dealing with complex socially sensitive topics and to enhance relationships with friends and family. The socioemotional roles played by humour can have a protective influence in challenging situations. In relation to teachers, Bobek (2002) identified sense of humour as one of five factors that contributes to teacher retention and Bullough (2012) argues that humour plays an important role in teacher well-being, student learning and school renewal.Bullough (2012) specifically describes two types of humour. ‘Light’ (or positive) humour is that which typically lowers tension, enhances connections and interactions between people, and is generally energizing and fun (p. 286). Light humour may be seen in jokes, puns, wit and results in mirth, amusement and positive feelings. ‘Dark’ humour on the other hand, may express discontent and resistance, and can be used to denigrade, undermine or indirectly attack others. Dark humour reflects a desire for self-protection and superiority and can be seen in sarcasm, mocking and ridicule. ‘Good’ humour, which is mostly light “helps sustain both the cognitive and relational conditions needed for getting outside of expected definitions and easy solutions … and for coping with unfavorable conditions when they seem impermeable to change” (p. 293).

THE BIG PICTURE: Developing optimism and applying to your scaffolding practices

OptimismThe Three Facets of how people explain situations –

Permanence (temporary vs permanent) Pervasiveness (specific vs global) Personal (internal vs external)

Martin Seligman (2009) describes optimism, not as half empty/half full approach to life as a whole, but as a particular set of attitudes when facing either a setback or experiencing a success:

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Can you identify some of your ways of thinking about things? In what

ways are you optimistic and pessimistic?

Fill in the following table to help you develop your understanding of the impact of optimism and pessimism on how we explain setbacks and successes. One has been completed to scaffold you . . .

Optimistic Thinking Pessimistic ThinkingPermanence

Pervasiveness

Personal Permanence Pervasiveness Personal

Setbacks

temporary specific external

Successes

Humour Using humour seems to enable teachers to reduce emotional tension and see particular situations in a

different light. Humour also enables individuals to ‘reframe’ or ‘reappraise’ situations and therefore regulate their

emotions. Finding the funny side and laughing with others can be a useful coping strategy in times of stress and

adversity. Recent developments in neuroscience have found that particular parts of the brain are activated when

children laugh and that humour can maximise learning and strengthen memories.

Some Tips to using humour as a teacher

use humour with students to build relationships/ease tension;

avoid sarcasm at expense of others;

can use it even if not a ‘funny’ person be culturally appropriate;consider context and audience use it where you’re comfortable;use play – games parodies puns stories with humour for teaching contentAnd remember: laughter is good for health: it boosts immune system, released endorphins, protects heart, relaxes body for up to 45 mins

How might you use humour as a type of scaffolding (and/or engagement) for your students in class?

STRATEGIES

The RADAR tool for developing Optimism

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Facing a Setback Experiencing a SuccessOptimist thinks It’s temporary

changeablejust this situationnot necessarily all because of me

this will have a permanent impact on thingsI did itthis will help me in other areas

Pessimist thinks it’s permanentunchangeablerelates to everything I do

this is a one-offnothing to do with me/a flukewill only help me in this domain

In their 2002 video, the Power of practical optimism, Conyers and Wilson, use the RADAR acronym as a tool for developing optimism.

R Recognize what you’re thinking about (metacognition)A Assess the accuracy (everything we tell ourselves is not true)D Dispute the negative (That was a long time ago…That doesn’t always happen)A Add the alternatives  (What else could be true?)R Rehearse (Practice in your mind so you’re ready to beat the negative thoughts)*** Be patient with yourself!!!!

SCENARIOImagine this:You have been teaching a challenging class and are gradually having more successful lessons. You put a lot of effort into scaffolding the previous lesson and it was particularly good. As the students left the room some students smiled and thanked you and your mentor teacher has given you high praise.

What would you think?

Use the 3 Facets (above) to imagine how the following would think:

Optimist Pessimist Now imagine this: You have been teaching a challenging class and are gradually having more successful lessons. You put a lot of effort into scaffolding the previous lesson but it didn’t go as planned. The students were disengaged and didn’t stay on task. You could see your mentor teacher wasn’t impressed.

What would you think?

Use the 3 Facets (above) to imagine how the following would think:

Optimist Pessimist

What do you notice about your own thinking?

TAKE HOME MESSAGE

What is something that has intrigued you about either scaffolding or optimism today?

Additional Resources and Websites

Examples of scaffolding http://edglossary.org/scaffolding/ Smith, M., & Segal, J. (2014). Laughter is the best medicine: The health benefits of humour and laughter.

Retrieved from http://www.helpguide.org/life/humor_laughter_health.htm Robinson, L., Segal, J., & Smith, M. (2014). Fixing relationship problems with humour. Retrieved from

http://www.helpguide.org/mental/eq7_playful_communication.htm Hudson, P. (2014). 15 things that emotionally strong people don’t do. Retrieved from

http://elitedaily.com/life/15-things-that-emotionally-strong-people-dont-do/

References

https://www.brite.edu.au/

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http://www.redbubble.com/people/beanoutback/collections/234320-lego

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