Case: I knew you could do it!Case Introduction/Commentary
In chapter four, we addressed the issue of learning styles. In addition to the variety of ways in which students learn, variations also exist in the amount of support that each student needs to grasp a certain concept or lesson. Vygotsky argues that scaffolding is an effective way for addressing these variations by helping students move closer to their potential. The following case illustrates the impact that an educator can have on a student when scaffolding occurs.
Case from Preservice Teacher
My field observation in a ninth grade chemistry class is going very well. Actually, I do not know if I should actually call it an "observation" since I spend more time working with the students than I do observing the teacher since the class is geared towards group activities rather than lecture. On my most recent visit, the teacher asked if I would work one-on-one with a student who is currently struggling in the class. Of course I jumped at the chance. I worked with the student in an open classroom across the hall. I asked him to work through the first problem but he did not know how to even start it. So I showed him how to do it by explaining each step of the problem. He was still struggling so we worked on the second problem together. I then told him to try to finish the other problems on his own. To my surprise, he completed them with only a couple minor errors. He said that the problems were easy once he started doing them. I praised him for his work and we went back to Mr. Jenkins' room.
When we walked into the room Mr. Jenkins asked how it went. I showed him Philip's paper and he didn't believe Philip had completed the last problems on his own. I suggested that he give Philip another problem. He did, and Philip solved it with no errors. After class, Mr. Jenkins told me that originally he went over the problems quickly since time was running out and most of the students did fine. Philip however did not grasp how to do the problems. He complimented me for being able to help Philip and said with a smile that I was the better teacher. That made me feel good, although I am now concerned about what I will do someday as a teacher when I have a student like Philip but no time to work with him individually.
Case Questions
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Considering Vygotsky's concepts of scaffolding and zone of proximal development, what was the secret to success for the observation student?
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Why is it important to consider how much support individual students need prior to and during each lesson?
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What may have resulted if the observation student was not available to help Philip?
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What are some possible solutions to the concern stated in the last sentence about the possibility of not having time to teach students on an individual basis?
