Scaffolding w procesie dydaktycznym. Między dydaktyką pamięci a dydaktyką myślenia - bliżej dydaktyki myślenia
Scaffolding in the process of education. Between 'didactics and memory' and 'didactics of thought' -towards the second one

Summary/Abstract: Scaffolding means providing support to allow a child think for himself/herself. It is an alternative to the traditional recitation format, in which teachers ask students questions, the students respond, and the teachers evaluate the answers. The teacher provides verbal scaffolds – supports that enable students to build powerful thinking strategies and conceptual understanding. Scaffolding is a challenging form of instruction, but it can be done successfully both in classroom and one-to-one settings. The article presents the metaphor of scaffolding and its interpretation. The challenges of scaffolding in classroom settings are discussed. Some types of statements and subtle cues that teachers use to prompt student thinking are presented. The text also contains the core elements of scaffolding and some tips on how to begin scaffolding.

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