1. SCAFFOLDING: What is it and how does it work? Collins, Brown and Holum, 2008

2. Scaffolding and the Apprenticeship Model Scaffolding is defined as the support the master gives the apprentice in carrying out a task.Scaffolding is defined as the support the master gives the apprentice in carrying out a task. The master showing the apprentice how to do the task and helping the apprentice to do it.The master showing the apprentice how to do the task and helping the apprentice to do it. Four important aspects of traditional apprenticeship:Four important aspects of traditional apprenticeship: 1. modeling 1. modeling 2. scaffolding 2. scaffolding 3. fading (slowly removing the support) 3. fading (slowly removing the support) 4. coaching (overseeing the students’ learning) 4. coaching (overseeing the students’ learning)

3. Observation Observation of the master’s techniques and strategies is key to the apprentice’s successObservation of the master’s techniques and strategies is key to the apprentice’s success Observation aids the learner in developing a conceptual model of the target task (Lave 1988).Observation aids the learner in developing a conceptual model of the target task (Lave 1988). Observation gives the learner a picture of the whole, which allows the learner to work toward the whole complex task without lengthy practice of each isolated sub-skill.Observation gives the learner a picture of the whole, which allows the learner to work toward the whole complex task without lengthy practice of each isolated sub-skill.

4. Four Reasons to Model the Whole Complex Task First 1.It provides learners with an advance organizer for their initial attempts to execute the task, allowing them to focus more attention on the execution of the task. 2.A conceptual model provides an interpretive structure for making sense of the feedback, hints and corrections from the master ( feedback makes sense because it has a context). ( feedback makes sense because it has a context). 3.It provides an internalized guide for the period when the apprentice is engaged in relatively independent practice. 4.In a classroom context, students will have several models to derive guidance from, in the form of other students attempting the task. (Collins, Brown and Holum, 2008)