Category: Scaffolding


Scaffolding Definition

In educscaffolding medan ation, scaffolding refers to a variety of instructional techniques used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process. The term itself offers the relevant descriptive metaphor: teachers provide successive levels of temporary support that help students reach higher levels of comprehension and skill acquisition that they would not be able to achieve without assistance. Like physical scaffolding, the supportive strategies are incrementally removed when they are no longer needed, and the teacher gradually shifts more responsibility over the learning process to the student.

Scaffolding is widely considered to be an essential element of effective teaching, and all teachers—to a greater or lesser extent—almost certainly use various forms of instructional scaffolding in their teaching. In addition, scaffolding is often used to bridge learning gaps—i.e., the difference between what students have learned and what they are expected to know and be able to do at a certain point in their education. For example, if students are not at the reading level required to understand a text being taught in a course, the teacher might use instructional scaffolding to incrementally improve their reading ability until they can read the required text independently and without assistance. One of the main goals of scaffolding is to reduce the negative emotions and self-perceptions that students may experience when they get frustrated, intimidated, or discouraged when attempting a difficult task without the assistance, direction, or understanding they need to complete it.Scaffolding vs. Differentiation

As a general instructional strategy, scaffolding shares many similarities with differentiation, which refers to a wide variety of teaching techniques and lesson adaptations that educators use to instruct a diverse class of students, with diverse learning needs, in the same course, classroom, or learning environment. Because scaffolding and differentiation techniques are used to achieve similar instructional goals—i.e., moving student learning and understanding from where it is to where it needs to be—the two approaches may be blended together in some classrooms to the point of being indistinguishable. That said, the two approaches are distinct in several ways. When teachers scaffold instruction, they typically break up a learning experience, concept, or skill into discrete parts, and then give students the assistance they need to learn each part. For example, teachers may give students an excerpt of a longer text to read, engage them in a discussion of the excerpt to improve their understanding of its purpose, and teach them the vocabulary they need to comprehend the text before assigning them the full reading. Alternatively, when teachers differentiate instruction, they might give some students an entirely different reading (to better match their reading level and ability), give the entire group the option to choose from among several texts (so each student can pick the one that interests them most), or give the group several options for completing a related assignment (for example, the students might be allowed to write a traditional essay, draw an illustrated essay in comic-style form, create a slideshow “essay” with text and images, or deliver an berkaitan dengan mulut presentation).

The following examples will serve to illustrate a few common scaffolding strategies:The teacher gives students a simplified version of a lesson, assignment, or reading, and then gradually increases the complexity, difficulty, or sophistication over time. To achieve the goals of a particular lesson, the teacher may break up the lesson into a series of mini-lessons that progressively move students toward stronger understanding. For example, a challenging algebra masalah may be broken up into several parts that are taught successively. Between each mini-lesson, the teacher checks to see if students have understood the concept, gives them time to practice the equations, and explains how the math skills they are learning will help them solve the more challenging duduk perkara (questioning students to check for understanding and giving them time to practice are two common scaffolding strategies). In some cases, the term guided practice may be used to describe this general technique.The teacher describes or illustrates a concept, duduk perkara, or process in multiple ways to ensure understanding. A teacher may orally describe a concept to students, use a slideshow with visual aids such as images and graphics to further explain the idea, ask several students to illustrate the concept on the blackboard, and then provide the students with a reading and writing task that asks them articulate the concept in their own words. This strategy addresses the multiple ways in which students learn—e.g., visually, orally, kinesthetically, etc.—and increases the likelihood that students will understand the concept being taught.Students are given an exemplar or contoh of an assignment they will be asked to complete. The teacher describes the exemplar assignment’s features and why the specific elements represent high-quality work. The model provides students with a concrete example of the learning goals they are expected to achieve or the product they are expected to produce. Similarly, a teacher may also model a process—for example, a multistep science experiment—so that students can see how it is done before they are asked to do it themselves (teachers may also ask a student to model a process for her classmates).Students are given a vocabulary lesson before they read a difficult text. The teacher reviews the words most likely to give students trouble, using metaphors, analogies, word-image associations, and other strategies to help students understand the meaning of the most difficult words they will encounter in the text. When the students then read the assignment, they will have greater confidence in their reading ability, be more interested in the content, and be more likely to comprehend and remember what they have read.The teacher clearly describes the purpose of a learning activity, the directions students need to follow, and the learning goals they are expected to achieve. The teacher may give students a handout with step-by-step instructions they should follow, or provide the scoring guide or rubric that will be used to evaluate and grade their work. When students know the reason why they are being asked to complete an assignment, and what they will specifically be graded on, they are more likely to understand its importance and be motivated to achieve the learning goals of the assignment. Similarly, if students clearly understand the process they need to follow, they are less likely to experience frustration or give up because they haven’t fully understood what they are expected to do.The teacher explicitly describes how the new lesson builds on the knowledge and skills students were taught in a previous lesson. By connecting a new lesson to a lesson the students previously completed, the teacher shows students how the concepts and skills they already learned will help them with the new assignment or project (teachers may describe this general strategy as “building on prior knowledge” or “connecting to prior knowledge”). Similarly, the teacher may also make explicit connections between the lesson and the personal interests and experiences of the students as a way to increase understanding or engagement in the learning process. For example, a history teacher may reference a field trip to a museum during which students learned about a particular artifact related to the lesson at hand. For a more detailed discussion, see relevance.

Scaffolding – Wikipedia

This article is about the temporary framework. For other uses of scaffold and scaffolding, see Scaffold (disambiguation).

Scaffolding for rehabilitation[1]

Scaffolding, also called scaffold or staging,[2] is a temporary structure used to support a work crew and materials to aid in the construction, maintenance and repair of buildings, bridges and all other man-made structures. Scaffolds are widely used on site to get access to heights and areas that would be otherwise hard to get to.[tiga] Unsafe scaffolding has the potential to result in death or serious injury. Scaffolding is also used in adapted forms for formwork and shoring, grandstand seating, concert stages, access/viewing towers, exhibition stands, ski ramps, half pipes and art projects.

There are five main types of scaffolding used worldwide today.These are tube and coupler (fitting) components, prefabricated modular system scaffold components, H-frame / façade modular system scaffolds, timber scaffolds and bamboo scaffolds (particularly in China and India). Each type is made from several components which often include:A base jack or plate which is a load-bearing base for the scaffold.The standard, the upright component with connector joins.The ledger, a horizontal brace.The transom, a horizontal cross-section load-bearing component which holds the batten, board, or decking unit.Brace diagonal and/or cross section bracing component.Batten or board decking component used to make the working platform.Coupler, a fitting used to join components together.Scaffold tie, used to tie in the scaffold to structures.Brackets, used to extend the width of working platforms.

Specialized components used to aid in their use as a temporary structure often include heavy duty load bearing transoms, ladders or stairway units for the ingress and egress of the scaffold, beams ladder/unit types used to span obstacles and rubbish chutes used to remove unwanted materials from the scaffold or construction project.History[edit]Antiquity[edit]

Sockets in the walls around the paleolithic cave paintings at Lascaux, suggest that a scaffold system was used for painting the ceiling, over 17,000 years ago.

The Berlin Foundry Cup depicts scaffolding in ancient Greece (early 5th century BC).Egyptians, Nubians and Chinese are also recorded as having used scaffolding-like structures to build tall buildings. Early scaffolding was made of wood and secured with rope knots.Modern era[edit]

Scaffolding was erected by individual firms with wildly varying standards and sizes. The process was revolutionized by Daniel Palmer Jones and David Henry Jones. Modern day scaffolding standards, practices and processes can be attributed to these men and their scaffolding medan companies: Rapid Scaffold Tie Company Ltd, Tubular Scaffolding Company and Scaffolding Great Britain Ltd (SGB).[4]

David Palmer-Jones patented the “Scaffixer”, a coupling device far more robust than rope which revolutionized scaffolding construction. In 1913, his company was commissioned for the reconstruction of Buckingham Palace, during which his Scaffixer gained much publicity. Palmer-Jones followed this up with the improved “Universal Coupler” in 1919 – this soon became the industry standard coupling and has remained so to this day.[lima]

Advancements in metallurgy throughout the early 20th century saw the introduction of tubular steel water pipes (instead of timber poles) with standardized dimensions, allowing for the industrial interchangeability of parts and improving the structural stability of the scaffold. The use of diagonal bracings also helped to improve stability, especially on tall buildings. The first frame system was brought to market by SGB in 1944 and was used extensively for the postwar reconstruction.[6]Scaffolding today[edit]

A condominium in periodical (every 10-15 years) large scale repairing/maintenance in Japan under regulation. In most cases the entire building is covered by steel scaffolding and mesh for easy work and safety. Typically it continues 3-lima weeks per planned schedule.

The European Standard, BS EN 12811-1, specifies performance requirements and methods of structural and general design for access and working scaffolds. Requirements given are for scaffold structures that rely on the adjacent structures for stability. In general these requirements also apply to other types of working scaffolds.

The purpose of a working scaffold is to provide a safe working platform and access suitable for work crews to carry out their work. The European Standard sets out performance requirements for working scaffolds. These are substantially independent of the materials of which the scaffold is made. The standard is intended to be used as the basis for enquiry and design.[7]Materials[edit]

The basic components of scaffolding are tubes, couplers and boards.

Extensive scaffolding on a building in downtown Cincinnati, Ohio. This type of scaffolding is called pipe staging.

Assembly of bamboo scaffolding cantilevered over a Hong Kong street

The basic lightweight tube scaffolding that became the standard and revolutionised scaffolding, becoming the baseline for decades, was invented and marketed in the mid-1950s.With one basic 24 pound unit a scaffold of various sizes and heights could be assembled easily by a couple of labourers without the nuts or bolts previously needed.[8]

Tubes are usually made either of steel or aluminium; although there is composite scaffolding which uses filament-wound tubes of glass fibre in a nylon or polyester matrix, because of the high cost of composite tube, it is usually only used when there is a risk from overhead electric cables that cannot be isolated. If steel, they are either ‘black’ or galvanised. The tubes come in a variety of lengths and a standard outside diameter of 48.tiga mm. (1.5 NPS pipe). The chief difference between the two types of metal tubes is the lower weight of aluminium tubes (1.7 kg/m as opposed to 4.4 kg/m). However they are more flexible and have a lower resistance to stress. Tubes are generally bought in 6.tiga m lengths and can then be cut down to certain typical sizes. Most large companies will merk their tubes with their name and address in order to deter theft.

Boards provide a working surface for scaffold users. They are seasoned wood and come in three thicknesses (38 mm (usual), 50 mm and 63 mm) are a standard width (225 mm) and are a maximum of 3.9 m long. The board ends are protected either by metal plates called hoop irons or sometimes nail plates, which often have the company name stamped into them. Timber scaffold boards in the UK should comply with the requirements of BS 2482. As well as timber, steel or aluminium decking is used, as well as laminate boards. In addition to the boards for the working platform, there are sole boards which are placed beneath the scaffolding if the surface is soft or otherwise suspect, although ordinary boards can also be used. Another solution, called a scaffpad, is made from a rubber base with a base plate moulded inside; these are desirable for use on uneven ground since they adapt, whereas sole boards may split and have to be replaced.

A short section of steel scaffold tube.

Couplers are the fittings which hold the tubes together. The most common are called scaffold couplers, and there are three basic types: right-angle couplers, putlog couplers and swivel couplers. To join tubes end-to-end joint pins (also called spigots) or sleeve couplers are used. Only right angle couplers and swivel couplers can be used to fix tube in a ‘load-bearing connection’. Single couplers are not load-bearing couplers and have no design capacity.

Other common scaffolding components include base plates, ladders, ropes, anchor ties, reveal ties, gin wheels, sheeting, etc.Most companies will adopt a specific colour to paint the scaffolding with, in order that quick visual identification can be made in case of theft. All components that are made from metal can be painted but items that are wooden should never be painted as this could hide defects.Despite the metric measurements given, many scaffolders measure tubes and boards in imperial units, with tubes from 21 feet down and boards from 13 ft down.

Bamboo scaffolding is widely used in Hong Kong and Macau,[9] with nylon straps tied into knots as couplers.[10]In India, bamboo or other wooden scaffolding is also mostly used, with poles being lashed together using ropes made from coconut hair (coir).Basic scaffolding[edit]