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ERIC Number: ED465995
Record Type: Non-Journal
Publication Date: 2002-Apr
Pages: 30
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Scaffolding in a Learning Community of Practice: A Case Study of a Gradual Release of Responsibility from the Teacher to the Students.
Kong, Ailing
A case study explored the roles played by a teacher and her students in a classroom learning community with diverse students as they practiced and developed their literacy knowledge and skills to participate in Book Club, a literature-based instruction program. Specifically, it examines instructional scaffolding, a strategy which assists learners to extend the current skills and knowledge they bring to the classroom to a higher level of competence. The Book Club created the room and space for students to read quality adolescent literature, to write responses to them and to talk about the books together with peers. As time progressed, the dominant teacher-talk and teacher-led talk at the beginning of the year changed to guided student participation and eventually to student-led discussions. In this process of gradual power transfer, the teacher employed various forms of instruction and multiple mediational tools. The instructional forms included explicit instruction, modeling, assisting student participation, building on students' existing knowledge, and participating in the discussion as a participant. The mediational tools included fishbowl discussions, writing prompts, flexible grouping, and student self-evaluation checklists. In the case study, scaffolding was shown to create opportunities for students to practice and develop their literacy knowledge and skills. (Contains 42 references and 4 children's books cited.) (PM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A