28 July 2010 D-Day

Im about to put all the work I've done for furniture and joinery into practice.

23 July 2010 Scaffolding

Its been a while since I have entered anything into the blog, let me assure you this is not because development work has been non existent, it is simply to the fact I am back teaching. I am teaching the class that will be the first recipients of the new look assessments. The development work is in its last stages of being pre moderated, the feedback from the moderator is very encouraging. I have been in meetings with the multiskills teaching staff and the general buzz around the development work within the meetings has also been very positive. I am hoping to get the moderation completed today so i can roll out the new stuff come next Wednesday.

I teach the Carpentry component and the Furniture and Joinery component of Multiskills. The development work I have worked on is only been done with the Furniture and Joinery component of the course. As it stands the Carpentry is not developed to the same format as the Furniture and Joinery. This has meant that I have had to change my teaching methods and marking systems with the Carpentry, so that when the furniture and Joinery material rolls out, it will enable the students an easier transition in coping with the changes between the two disciplines. The changes I have had to make is
making students aware that they are marked not solely on competency but are rewarded also on capabilities. This has meant students have been asked leading questions on work they have completed to give a reflections on the processes they have gone through to complete their work.

I have incorporated scaffolding teaching exercises to enable students transition between the Carpentry and Furniture and Joinery components.

Scaffolding provides clear directions
Step-by-step instructions are necessary to let students know what they need to accomplish to successfully meet the requirements of the task. Care should be taken by designers so that instructions produce as little confusion for students as possible.

 

Scaffolding clarifies purpose 

The objective of the activity is made clear at the outset and a "big-picture" point of view dominates in each individual activity.

 

Scaffolding keeps student on task 

The structure provided helps keep students from getting distracted and "wandering off." McKenzie makes the analogy of a garden where each web page is a stepping stone. There may be more than one path winding through the garden, but none of them leads to "a jungle or a swamp or a tiger pit."

 

Scaffolding offers assessment to clarify expectations 

Rubrics and standards of performance are defined up front. This avoids confusion about what will be assessed at the end of an activity.

 

Scaffolding points students to worthy sources 

Scaffolding can reduce wasted time and keep students on task because faculty can identify "quality" sources on the web for students to use. Depending on the instructor, this list of sites could be exclusive or simply a starting point for further digging.

 

Scaffolding reduces uncertainty, surprise and disappointment 

All distracting frustrations with site design should be eliminated. This is what McKenzie calls the "Teflon lesson - no stick, no burn, no problem."

 

Scaffolding delivers efficiency 

By eliminating boredom and irrelevance, scaffolding grants a sense that a larger amount of work can be completed in a shorter time.

 

Scaffolding creates momentum 

Rather than dissipating, the energy and focus of the class is channeled and concentrated. This accumulation of insight and understanding becomes a driving force for further study and research.