In the first chapter of "Scaffolding Language Scaffolding Learning" Gibbons introduces the reader to the metaphorical concept of scaffolding. This serves as preparation for what is to come in the following chapters as scaffolding, and how to go about scaffolding in an effective manner is the central focus of the book. In this section she describes scaffolding as providing assistance to students so that they can learn, through the introduction of "new skills, concepts, and levels of understanding"; in other words it is teaching students how they can perform or carry out a task so that they can begin to perform that task on their own, without teacher assistance (Gibbons 10). From past experience and prior teacher education courses I understand how important effective scaffolding truly is in the classroom, from early elementary all the way through college. Scaffolding should play a large role when planning lessons and structuring curriculum, however, because effective scaffolding is such an important aspect in regards to student learning it can be difficult to give each student the support that they need. Being that every student learns in different ways and at different paces it can be easy for a teacher to teach the class in one manner not tending to the individual needs of each student, which is exactly the importance of scaffolding.
This week in placement I noticed a couple examples of wonderful scaffolding by my corresponding teacher. Breaking the students up into small groups, each group is assigned to a different "center" where they must complete some task in regards to building literacy comprehension. In these centers students are required to work together to complete the different activities; each center has a different activity that they are supposed to complete. I found this to be a good example of scaffolding because when the students initially began the centers activities they were new to each task, however, as they engage in these activities throughout the year they become more familiar with them and are able to complete them without the assistance of their teacher. They are learning new skills and building comprehension through the effective scaffolding provided by the teacher and additionally their peers.
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It seems like your CT uses scaffolding in a really productive way. I think group work is a great way for students to help each other and become familiar with different tasks that they are striving to accomplish. Although my CT does not do many center/group activities I feel like she also uses scaffolding in a variety of ways. As you said in your post, scaffolding can be a very difficult when dealing with each student's individual needs. I know this is one of the toughest issues that we will be dealing with in our classrooms. Through assessments and one on ones with the students,I feel like my CT effectively addresses this issue.
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