In last week’s post I was thinking about the idea of student apathy, and how sometimes what you or I might identify as an unwillingness to work might actually be a sign of fear that the student is moving out of his/her comfort zone. One of the suggestions I made for how to handle that issue was to prepare for those students by providing scaffolding for our students to support them as needed.
Have you ever watched a building being built? Living in a neighborhood that is still growing, I get to watch houses being put up constantly. My 6-year-old son loves seeing the excavator or bulldozers doing their things. Around our downtown area, there’s lots of construction going on. A couple days ago I noticed a new building going in right behind our favorite pizza place (Greek’s Pizzeria – possibly the best breadsticks in the whole world!). As they have added to the height of the building, the scaffolding is added for the next level. Builders don’t put up all the scaffolding they need at the beginning, and then begin building – instead they add the scaffolding they need at the “just right” moment.
When is the just right moment in education to provide that scaffolding? If you provide too much scaffolding too early, and you give it to all your students, you may take away some of the opportunities for choice. In one of the first years I was at Riverside, I decided that I wanted my students to do a project at the end of our unit on Ancient Greece. I had them research a Greek God or Greek Hero, then create a poster. At the beginning of the project, I gave them a list of resources that I suggested, I gave them a detailed rubric, we talked about what the final project might look like, and I shared an example that I created. Then I set them free reminding them throughout that they had freedom to use additional sources that they might find in the library, and that they were free to switch up the design however they wanted. On the day the project was due, I had everyone share their work with the class. I must admit, I was a little disappointed that everyone’s poster was almost identical.
I didn’t make the connection in the moment, but as I reflect on it now, I provided too much scaffolding too early in the process. Instead of being there to support the learners as they needed it, I created boundaries that they chose to stay inside of. Instead the resources I gave them acted as a recipe to what success looked like, and compliant kids are going to take the path of least resistance to success.
As we continue down a path of creating learning experiences that allow student choice and voice, we have to remember that true authentic learning doesn’t happen when we have prescribed experiences. It doesn’t happen when we hand out recipes to success.
Reflecting further and thinking back on what I would do differently with that project, I’d probably remove a lot of the stuff that I provided in advance. I’d still prepare a list of potential resources, but I’d hold it back and only share with students who were struggling to find a good resource. I wouldn’t hand out a highly descriptive rubric to all the students, instead I’d create one that left lots of freedom. I definitely wouldn’t create an example of the poster that all the kids could copy! If students weren’t meeting my expectations I’d give them specific feedback on where they were lacking and how they could improve. We’d start with the standards, I’d share with the students our goal and purpose, and then I’d set them free. As I observed their work, I’d add scaffolding to those who needed it, but a lot of kids are probably going to come up with something way better than you imagined when you started the project. Don’t believe me? Try it. What’s the worst that happens? You already have the scaffolding ready, so you share it with all who need it.
What have been your experiences with scaffolding? Have there been times you added too much at the beginning and it was like a recipe? Reflect on that experience and share what you might do to make it better! Let us know your thoughts in the comments below!