Teacher Scaffolding of Social and Intellectual Collaboration in Small Groups: A Comparative Case Study

Abstract

This comparative case study features two small groups of students engaging in collaborative dialog about social issues. Based on social constructivist theories, the two groups were compared across three major components of the small groups system: social dynamics, intellectual collaboration, and teacher scaffolding. Our goal was to holistically analyze these small group processes to understand why some small groups were highly successful while others were not, even within the same intervention and with the same teacher. Successful groups were those in which all students were able to access the conversational floor, many ideas were considered, students were able to share ideas and discuss collaboratively, and students were able to raise multiple forms of social reasoning to support and explain ideas. Change in social reasoning essay scores prior to and after the intervention were also considered as evidence of group success. Results show that teacher scaffolding and existing student processes served to amplify one another reciprocally. The teacher heightened productive social norms when they were present, which then served to encourage productive intellectual collaboration. However, when productive group norms were not present, the teacher took increasing control over the group, which further hampered productive social and intellectual interactions.

How Do Children Socially Learn from Narrative Fiction: Getting the Lesson, Simulating Social Worlds, or Dialogic Inquiry?

“…However, teachers not only engaged in cognitive scaffolding, but also managed group dynamics during the literary dialogues. Kraatz et al (2020) showed the strong interdependence between cognitive depth of interpersonal social reasoning and the affective quality of group dynamics (e.g., high regard for others' perspectives and group members' equal access to the conversational floor). Therefore, effective scaffolding of intellectual depth requires that teachers be attentive to the social group dynamics, wherein students compete by pushing their own arguments, show little respect for other options, and frequently interrupt.…”

A qualitative exploration of nursing undergraduates’ perceptions towards scaffolding in the flipped classroom of the Fundamental Nursing Practice Course: a qualitative study

“…The emerging themes of this study contribute to the growing understanding of scaffolding strategies in the flipped practice course in undergraduate nursing education. Although many studies equated scaffolding with any support given by the teacher, the key characteristics of scaffolding, which were defined as contingency, fading and transfer of responsibility, have received more emphasis in the research [ 15 – 17 ]. Two common threads of thought are raised to prompt further discussion.…”

“…There are few documented studies that seek to comprehend students’ subjective experiences with the support strategy utilized by teachers in FC. Scaffolding is a concept used in education to describe the temporary assistance given to students to help them with problem solving [ 15 ]. Three common principles are highlighted in previous scaffolding literature, which are known as contingency, fading, and transfer of responsibility [ 16 ].…”