I was adding some maths games to my school's Google Apps domain the other day when suddenly a warning bell went off in my mind. What if I was filling up the learning platform with so much stuff, it would detract from the relationships between the adult and the child?
- Lessons where I start from a point the children have specified, negotiate the learning goals and guide them to achieve them. (You can see why co-construction is a useful term for this, as the children work together with the adult to 'constuct' the scaffold).
- Lessons where I define the learning goal, set the specified success criteria (or steps to success, learning ladder - whatever you want to call it) and teach the various stages until the children achieve the learning goal.
And with the 'rigid scaffold' the worksheet is king. It enables a teacher to give a 'learning ladder'; to leave the children to get on with it; to ask mainly closed questions“at the deeper level of classroom discourse, pupil– teacher interaction was still dominated by closed questions, emphasizing recall rather than speculation and problem-solving”