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SCAFFOLDING SELF-REGULATED LEARNING IN PRIMARY CLASSROOMS With Elena Bodrova, Ph.D. and Deborah Leong, Ph.D.
1996 (35 min) $250.
ISBN: 1-891340-54-9 View a short clip from this film. Visit our Support Materials section to view or download the Learning Guide and Discussion Topics for this film.
Never has education been more publicly discussed than during this decade. However contentious the debates about curriculum and methodology, there is at least agreement on the importance of education in the lives of the young. But these lively discussions largely have to do with ways adults provide instruction and not on the students’ active role as learners. This film examines how teachers can help children in primary classrooms to become self-directed learners. Filmed in urban classrooms, this film allows viewers to experience methods that allow classrooms to escape from the old dichotomy of teacher directed versus child directed learning models to establish teaching/learning as a shared activity with the student taking on ever more responsibility for his/her education.
Film content:
Crisis in education because of community support and lack of
self-regulation skills in children entering school. Teacher directed educational practices, their strengths and weaknesses Child directed educational practices, their strengths and weaknesses Lev Vygotsky’s model of education as a shared activity The teacher’s and student’s role The Zone of Proximal Development Independent performance Assisted performance Teacher as diagnostician Scaffolding Use of mediators Use of language Shared activities Examples of scaffolding self-regulation in written language and math lessons
Visuals: Scenes from an inner city kindergarten with commentary from the teacher Early writing experiences Scenes from an inner-city first grade Keeping a daily learning plan and following it Individual reading Scenes from an inner city first-second grade combination classroom Journal writing using teacher assistants methods, the same child in the fall and the spring Lesson in carrying in addition Teacher-child conference over work habits Scenes from two inner-city second grade classrooms Using mediators for lessons in capitalization A lesson in phonics Teacher child conference over progress, using the learning plan On-camera commentary from five teachers and a principal on their experience using Vygotskian concepts
Consultants: Elena Bodrova, Ph.D. was born and educated in the Soviet Union, immigrating to the United States in the early l990’s. She studied under A.N. Leont’ev who had been a student of Vygotsky’s. In the United States, Dr. Bodrova has been a professor and has lead many teacher workshops for the Mid-Continent Research in Education and Learning Institute (MCREL).
Other films with Drs. Bodrova and Leong as consultants: VYGOTSKY’S DEVELOPMENTAL THEORY: AN INTRODUCTION PLAY: A VYGOTSKIAN APPROACH BUILDING LITERACY COMPETENCIES IN EARLY CHILDHOOD Related film: Part of the CONSTRUCTIVISM SERIES
A Published Review of this Film:
How do young children make the transition from pre-school or group care to the rigors of the actual classroom? What factors are involved in transforming children from dependent thinkers and learners to independent, self-directed learners? In Scaffolding Self - Regulated Learning in the Primary Grades, Elena Bodrova, and Deborah J. Leong, authors of Tools of the Mind: The Vygotskian Approach to Early Childhood Education (Merrill/Prentice Hall, 1996) discuss new and innovative theories of teaching and learning that they have used in their careers as educators and have consistently shared with over 75 teachers in the Denver Public Schools. Some of the major issues covered in the film include a description of the pros and cons of teacher directed and student directed instructional models, and an analysis of Lev Vygotsky's model "The Zone of Proximal Development", which theorizes that learning and teaching depend on the active intellectual involvement of teacher and student. Bodrova and Leong further describe Vygotsky's theory, which purports that the learning process is a shared activity, not one directed exclusively by teacher or student and that learning gradually shifts from teacher to student as the student becomes a more capable and independent, self-regulated learner. The remainder of the film introduces and expands on the concept of "scaffolding", a term coined by Jerome Bruner in the 1970's, which builds on Vygotsky's model and illustrates ways to lead a child from current, dependent levels of thinking to incorporating activities which foster interconnected and interdependent thinking. Bodrova and Leong theorize that these activities ultimately will help children to develop independent, self - regulated ways of thinking and learning. Illustrated throughout the film are in-depth examples of the success of scaffolding, including the role mediators, language and shared activities play in developing self-regulated learning, as well as the vital role learning plans and agendas can play in helping young learners regulate their own learning. Scaffolding Self-Regulated Learning in the Primary Grades contains a balance of scholarly and theoretical commentary, along with perspectives from teachers and students, and is enhanced with clear, video segments, upbeat music by Thad Davidson and colorful graphics and animation by Lin Mercer. An important contribution to general Education and Early Childhood video collections, this film is recommended.
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