Scaffolding for Learning

This document emphasizes scaffolding for learning in order to be effective communicators, collaborators and creators. Scaffolding includes carefully planned pedagogy using 21st Century key features that include information and digital fluency, working collaboratively, teaching contextually, using project-based learning and fostering an inter-disciplinary approach. The essential concept here is that learning does not take place in isolation.
Through interaction, collaboration and opportunities to share and reflect, powerful experiences leading to or resulting in learning take place. All learners will be part of the immediate and extended learning community provided.
In addition to the essential roles of a 21st Century learner, a set of constructs provide the scaffolding for teachers across all levels of education to refer to and embed into curriculum objectives.

Constructs

• Creativity and Innovation
• Communication and Collaboration
• Research and Information Fluency
• Critical Thinking, Problem Solving, and Decision Making
• Digital Citizenship
• Technology Operations and Concepts

1. Creativity and Innovation

Students create products that apply to authentic, real world, global and local contexts by

• demonstrating creative thinking, constructing knowledge from existing knowledge and developing innovative products and processes
• creating original works as a means of personal or group expression, face to face, and over distance
• writing concisely, communicating effectively using the most appropriate medium and expressing the facts in a clear manner
• expanding their repertoire of tools to include multimedia applications
• displaying information clearly and accurately
• processing data and reporting results
• using standard language and MLA citation conventions
• using models and simulations to explore complex systems and issues
• identifying trends and forecasting possibilities

Students will

• seek opportunities for pursuing personal and aesthetic growth through reading, viewing and listening for pleasure, making connections with self, the world and previous understanding/knowledge. They will discuss, evaluate and share ideas from different eras and cultures in a variety of formats, including multimedia and Web2.0 applications. This will involve collaboration and communication within school, community, national and global environments.

2. Communication and Collaboration

Students demonstrate leadership and confidence by

• presenting ideas to multiple audiences , online and in person, in both formal and informal situations,
• interacting, collaborating, and publishing with peers, experts, or others within and beyond the immediate school community
• participating and collaborating as members of a social and intellectual network of learners (both face to face and at a distance)
• using a variety of digital media and environments to support individual learning and contribute to the learning of others.
• developing cultural understanding and global awareness by engaging with learners of other cultures across the world
• contributing to local and international project teams to produce original work or solve problems.

Students will participate in the social exchange of ideas both digitally and in person, locally and internationally. Students show social responsibility by

• collaborating with others in learning situations
• exchanging ideas
• developing new understandings
• making decisions
• solving problems
• connecting learning to community issues.

3. Research and Information Fluency

Students will make the real-world connection for using an inquiry-based process in their own life.
They will

• seek information for personal learning from diverse genres and formats, both digital and in hard copy
• solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of a wider international community
• display emotional resilience by persisting in information searches despite challenges
• demonstrate flexibility in the use of resources by adapting information strategies to each specific resource
• seek additional resources when clear conclusions cannot be drawn.

Students follow a modeled inquiry process whenever pursuing information through inquiry or research.
Students will:

• use prior and existing knowledge as a context for new learning to brainstorm and generate new ideas, products or processes.
• develop and refine the topic, problem or question to arrive at a worthy and manageable topic.
• develop a framework for the inquiry and to fulfill the purpose of the research.
• develop and refine a range of significant questions to frame the search for new understandings.
• develop keywords and plan strategies to guide inquiries,
• set the time frame
• consider how the work will be presented and the form of the presentation.
• use knowledge and information skills and dispositions to engage, locally and internationally, in public conversation and debate around issues of common concern.
• use critical thinking skills
• effectively apply the criteria for assessment
• recognize that the purpose of the inquiry determines the type of questions and the type of thinking required.

Students locate, organize, and ethically use information from a variety of sources and media
Students will:

• access an ever-expanding web based toolbox for communication, collaboration and creativity in their search for information and new understandings.
• select tools for accessing information and pursuing inquiry, based on their appropriateness to specific tasks
• recognize that resources are created for a variety of purposes, and in a variety of media
• be able to identify primary and secondary sources of information.
• develop skills essential for note taking
• adhere to academic honesty guidelines by acknowledging sources and avoiding plagiarism

4. Critical Thinking, Problem Solving, and Decision Making

Students display curiosity by pursuing interests through multiple, multimedia resources.
Students make sense of information gathered from diverse sources
Students analyze, evaluate and synthesize information from a variety of sources and media
Students will:

• apply appropriate tools to collect, organize, and analyze data to evaluate theories or test hypotheses.
• answer questions and identify solutions, solve problems and/or make informed decisions.
• display initiative and engagement by investigating the answers to their questions beyond the collection of superficial facts
• be aware that non-subscription web-based resources have not been subject to any selection process, rendering the evaluation process even more vital
• evaluate information found in selected sources on the basis of appropriateness for needs, importance, and social and cultural content.
• evaluate information for fact, opinion, point of view and bias
• identify inaccurate and misleading information, checking the authority and currency (dated/outdated) of the material

Students share new understandings and reflect on their learning.
Students will

• review the initial information requirement to develop, clarify, revise or refine the question, and ask new questions for continuing inquiry
• reflect on / evaluate their performance at each stage of research, analyzing how research could be improved and identifying the areas of improvement in research skills.
• reflect on /evaluate the research process model, identifying its usefulness and areas for improvement.
• reflect on / evaluate their performance at each stage of learning, analyzing how the learning could be improved and identifying the areas of improvement in communication, collaboration and creativity
• participate in peer evaluation and engage in self-evaluation using thoughtfully formulated criteria and rubrics
• consider the action that will follow and explore alternative solutions

5. Digital Citizenship

Students understand human, cultural, and societal issues related to technology, and practice legal and ethical
behavior. Understanding and practicing digital citizenship is an essential element of all aspects of life.
Students will

• model responsible, legal and ethical behaviors in all forms of personal communication and interaction
• exhibit a positive attitude toward using technology that supports communication, collaboration, and creativity
• demonstrate personal responsibility for lifelong learning.
• exhibit leadership for digital citizenship
• promote a safe and supportive online community

6. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations.
Students will

• use a variety of technology systems.
• select and use applications effectively and productively.
• troubleshoot systems and applications
• transfer current knowledge to learning of new technologies
• be aware of a variety of ergonomic strategies when using technology, and practice injury prevention by applying them.
• analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning and career needs.

Works Cited

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American Association of School Librarians. Standards for the 21st - Century Learner. Publication. 2007. AASL. 18 June 2009 <http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/AASL_Learning_Standards_2007.pdf>.

International Society for Technology in Education. National Educational Technology Standards and Performance Indicators for Students. Publication. 2007. ISTE. 18 June 2009 <http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf>.

New York City School Library System. Information Fluency Continuum. Publication. 20 Oct. 2005. New York City School Library System. 18 June 2009 <http://www.nyla.org/content/user_19/INFOFLUENCYCONTK12Final102006.pdf>.

New York Library Association. 21st Century Information Literacy Standards for the Digital Learners of New York. Publication. 2008. NYLA. 18 June 2009 <http://www.nyla.org/content/user_1/NYLA_Info_Lit.pdf>.