Sequencing for Success in
the Accelerated Writing
Classroom
Dr. Karen J. Jacobsen
Davenport University
NCADE—June 19, 2014
kjacobsen1@davenport.edu
Overview of
Scaffolding Theory
• L. S. Vygotsky (1896-1934): Proximal Zone
of Development (PZD)
The distance between the actual development
as determined by independent problem solving
and the level of potential development as
determined through problem solving under
adult guidance or in collaboration with more
capable peers. (1978, p. 86)
Six Principles of Scaffolding -(Leo Van Lier, 1996, p. 196)
• Contextual support—a safe environment;
students are challenged, but errors are okay
and a crucial part of the learning process
• Continuity—repetition of skills over time;
balance between routine and variation
• Intersubjectivity—mutual engagement &
support; collaborative learning
Six Principles of Scaffolding
• Flow—communication between participants
not forced but flows in natural way
• Contingency—level of scaffolding depends
on learners’ reactions; activities can be
added, changed, and deleted
• Handover—learner is ready to perform
activities successfully without assistance
Applying PZD Theory
to the ALP Classroom
Example: Ad Analysis Assignment (Handout)
• Skills: close reading, description, application
of readings’ ideas to analysis,
summarizing/paraphrasing, quoting,
documentation
• Careful sequencing of assignments between
the composition classroom (ENGL 109) &
the lab class (ENGL 021L)
Scaffolding Assignments
(ENGL 021L)
• Extra help with readings: annotating,
discussion questions, and vocabulary
• Testing authors’ theories as a class: finding
alcohol ads via Internet and testing
Kilbourne’s ideas (instructor-led activity)
Emphasizing Contextual support, Continuity,
Intersubjectivity, & Flow
Scaffolding Assignments
(ENGL 021L)
• Students find and/or create magazine ads
and present analysis to class
• Peer review workshops on drafts, including
APA documentation; individual conferences
with instructor
Emphasizing Contingency & Handover (taking
down parts of scaffolding to promote
autonomy)
What Happens in the
ENGL 109 Class?
• All students do ad analysis activity; lab
students gain additional knowledge from
“more capable peers,” but often the lab
students become the leaders
• More formalized peer review workshop; lab
students receive feedback from more
experienced writers, but lab students more
confident in giving constructive feedback
Sequencing Between
Assignments
Next Essay Assignment: Summary/Response
(Handout)
• Build on previous skills: summarizing ideas,
analyzing message/claims of a text;
documenting information
• New skills (new PZD): formulating a logical,
well-reasoned response to a text; finding and
evaluating sources from the library’s
databases
Scaffolding Assignments
(ENGL 021L)
• Extra time/support researching databases
and evaluating sources
• Practice summary and response assignment
using a sample article (Instructor led)
• Contingency & Handover (Taking down
scaffolding=autonomy): Peer Review
workshops on multiple drafts for Essay
Three; individual conferences with instructor
Lessons Learned
• Important to continually assess Contingency
principle (for class as a whole and individual
students)
• Embrace the Handover process
• All students can benefit from scaffolding
approach; division blurred between ENGL
109 and ENGL 021L student
References
Barnard, R., & Campbell, L. (2005). Sociocultural theory and the
teaching of process writing: The scaffolding of learning in
a university context. The TESOLANZ Journal, 13, 76-88.
Van Lier, L. (1996). Interaction in the curriculum: Awareness,
autonomy & authenticity. London: Addison Wesley
Longman.
Vygotsky, L. S. (1978). Mind in society: The development of higher
psychological processes. Cambridge, MA: Harvard
University Press.
Wood, D., Bruner, J.S., & Ross, G. (1976). The role of
tutoring in problem solving. Journal of Child
Psychology and Psychiatry, 17, 89-100.