"SCAFFOLDING" TO ENHANCE LEARNING IN A STUDIO (PETROLOGY) CLASSROOM

Several years ago we changed our Petrology course from lab-lecture format to one focused on cooperative learning. Initially, it seemed we were not covering as much material as we had in the past. However, by invoking the principles of scaffolding, we have found that we actually cover more material. Knowledge surveys and other evaluation instruments reveal that our scaffolded course promotes high degrees of student learning and satisfaction.

The term “scaffolding” is used in many different ways. Recently it has become a buzzword for those constructing web-based learning modules. Here I use it to describe a strategy to maximize learning in a studio classroom. Scaffolding means providing a dynamic structure to support students as they learn. When confronting a new class or a new topic, students need a great deal of support. As they develop skills and become familiar with material, we reduce the support until they are working independently.

Scaffolding has many dimensions. Instructors provide it by developing carefully structured exercises, presenting topics in a certain order, assigning homework or textbook reading, providing collaborative learning environments, pointing students to other sources of information, and in many other ways. The key, however, is that we integrate all these to produce a structure that keeps students on task and learning while promoting creativity, inquisitiveness, and motivation. When we remove the structure, these and related talents remain.

Our petrology class meets twice a week for 3-4 hours. The class involves a half dozen major projects (topical areas) and several minor ones. Projects may be completed in one class or several. Students have homework to do before each class; it ensures they have the necessary basic information. We start each class with a quiz, first as an individual exercise and then again as a group exercise. Working in assigned groups, students then complete basic exercises related to their homework. Groups then compare results before moving to the next exercise. A given project may involve as many or 4 or 6 exercises. As a project continues, exercises become less structured, and groups become more independent. When necessary, the instructor steps in to provide needed support. When not, the instructor is simply an observer. The final exercise, sometimes completed individually, generally emphasizes creative thinking or original research.