Применение технологии педагогической поддержки («скаффолдинг») при обучении студентов эффективной обратной связи
The paper tackles the problem of developing students’ skill to provide feedback on completion of a task, which is at
heart of self-regulation in learning. It is associated with the meta-level of information processing, and presents a
noticeable difficulty to learners. Thus, the teacher needs to provide support to learners – scaffolding – when teaching
them how to give a quality feedback after a group discussion. The paper is aimed at analysing pedagogical instruments
of scaffolding used to promote active learning. The authors develop a model that demonstrates the interconnectedness
of the teacher’s supportive behaviour and enhancement of learners’ metacognitive skills. The following methods were
used in the paper: descriptive, analytical and reflective.
Understanding of the key characteristics of scaffolding, such as: contingency and adaptability (tailoring support and
addressing it to a specific group of learners and their current learning needs); intersubjectivity (developing common
understanding); fading (gradual removal of support); transformative potential (bringing gains for learners’ personal
growth and empowerment) is crucial for embracing the nature of this phenomenon.
The analysis of the extensive body of works in the spheres of theory of education, pedagogics and psychology and the
reflexion on practical teaching experience allowed the authors to identify a range of specific pedagogic instruments of
scaffolding used by the teacher. They are described and analysed in order to demonstrate their application in various
learning contexts. Clear goal-setting that precedes submitting feedback by the participants enables them to enhance
teaching and learning. Work with samples may be helpful at initial stages of teaching students to give feedback. .
Assessment and self-assessment lay the foundations for students’ active involvement in the dialogue with the teacher
and their readiness to initiate this dialogue. Analysis of a learning situation and the teacher’s constructive behavior may
provide the students with a usable model for their own feedback. Guided reflexion helps learners to construct new
knowledge about themselves and their learning behaviours. Giving feedback on learners’ feedback shows students that
their opinions are valued and considered by the teacher. Overall, promoting a “culture of scaffolding” within a course as
well as an educational institution could bring the pedagogic interaction on a new level.
An important observation the paper makes is that the teacher's pedagogy focused on scaffolding to learners has a clear
impact on their metacognitive skills development. The model of the pedagogic process proposed by the authors
demonstrates how the teacher's instruments of scaffolding – used at the initial, or performance or after-thought phase of
a scaffolded activity, are likely to influence the learner’s metacognitive processes.
The findings of the present research may be important in enhancing the quality of education by encouraging truly
dialogic relations between the teacher and students and promoting learners' personal growth due to metacognitive skills