What are some best practices for providing feedback and support during scaffolding and fading?

Feedback, fading, and support should be timely, specific, constructive, and aligned with the learning objectives and outcomes; however, they must first be centered on the learners. I favor creating learner empathy maps and personas as the first step in any LXD to ensure the learning intervention remains learner-centered.

Feedback and support are crucial in scaffolding and fading as they guide learners through complex tasks while building their confidence. By offering timely and constructive feedback, you help learners understand their progress, correct mistakes, and stay motivated. Support, whether through hints or step-by-step guidance, ensures learners are not overwhelmed. This balance between challenge and support is essential for effective learning, enabling learners to gradually gain independence and master new skills.

**Ask Yourself** Are You Scaffolding for Success? Effective feedback & support are crucial during scaffolding and fading. Here's why: ??Self-monitoring Do your learners clearly understand their progress through feedback? ??Strengths & Weaknesses Does your feedback help them identify areas for growth? ??Error Correction Is your feedback clear and actionable for fixing mistakes? ??Strategic Adjustments Does your support encourage them to refine their learning strategies? By providing targeted feedback & support, you empower learners to thrive as you fade the scaffolding! #InstructionalDesign #Feedback

From my experience, the key to enhancing learner progression is to ensure that feedback is both actionable and timely. This allows learners to make immediate improvements and feel supported throughout their learning journey. For example, you can implement a system where students receive instant feedback on quizzes, along with personalized video explanations for incorrect answers. This approach clarify concepts and motivate students by showing progress in real-time.

Effective scaffolding and fading strategies are crucial in guiding learners towards independence. To achieve a balance between support and independence, adopt a gradual approach: start with more intense and direct support, allowing learners to gradually take on more responsibility as they gain confidence and competence. Use continuous feedback, adjust challenges based on progress, and provide resources such as models and clear instructions to facilitate the transition to autonomous practice.

I believe that every formative quiz question without feedback is a wasted learning opportunity. In an online asynchronous learning setting, we have to supply feedback and support for students who may be at any point in their learning journey and content acquisition - we don't have the luxury to know. This is no easy feat, but it ensures students who need support have access to it, and those who need the consolidation of learning have language pitched to confirm their progress as well.

Timely feedback is pivotal in scaffolding and fading, tailored to the learner's stage and task difficulty. The best approach is to align feedback frequency and immediacy with the complexity of tasks and learner proficiency. For intricate tasks or beginners, provide immediate, detailed feedback to prevent frustration and enhance understanding. For more straightforward tasks or advanced learners, feedback is less frequent, promoting self-assessment and independence. An example from a coding course can involve automated, real-time corrections for syntax errors, while conceptual understanding is reinforced through weekly peer-reviewed assignments.

Providing timely feedback and support is key to effective scaffolding. Address learners' needs as they arise, offering immediate insights that reinforce correct understanding or correct misconceptions. Use real-time feedback during activities to keep learners on track, and follow up with detailed explanations where necessary. Timely support can also mean checking in regularly to gauge progress and offering guidance before confusion sets in, ensuring a smooth learning curve.

"Put Theory into Practice" Learner Proficiency and Confidence: Low Proficiency/Confidence: Example: A learner is struggling to grasp a new programming concept. Feedback & Support: Provide immediate feedback during practice exercises, offering alternative explanations or breaking down the concept into smaller steps. High Proficiency/Confidence: Example: A learner is independently writing a research paper. Feedback & Support: Offer scheduled feedback sessions to discuss progress and refine ideas. Encourage the learner to seek out peer feedback or use self-assessment rubrics.

To provide timely feedback and support during scaffolding and fading, you’ve got to be aggressive and intentional! Deliver feedback immediately after tasks—this isn’t the time for delay. Use tech tools that facilitate instant responses, keeping learners in the zone. Set clear checkpoints and don’t hold back; make your feedback specific and actionable so learners know exactly what to tackle next. Encourage questions—create an atmosphere where learners feel empowered to seek clarity. Follow up relentlessly to see how they’re using your feedback. And don’t forget to celebrate every step forward! Recognizing progress fuels motivation and paves the way for ultimate mastery. This is how you transform learning!

Scenario: Delivering a presentation Learning Objective: Present information in a clear, engaging, and informative way. Criteria: Effective use of visuals, confident delivery, logical flow of information, and strong audience engagement. Feedback: Your presentation had much interesting content about the history of the internet. The slides were well-designed, but including some animations or transitions could make them even more engaging. Additionally, practicing your delivery beforehand will help you sound more confident. Support: I can offer some tips on using presentation software for animations and transitions. We can schedule a practice session where I can give feedback on your delivery style and answer any questions you might have.

Specific feedback and support are essential for targeted learning. Focus on concrete examples from the learner’s work to illustrate your points. For instance, instead of saying “good job,” highlight exactly what was done well, like “Your analysis of the data was thorough and insightful.” Similarly, when offering support, tailor it to the learner’s needs, providing precise instructions or clarifications. This approach helps learners clearly understand what they’re doing right and where they need improvement.

It's critical to also consider not just how to provide the feedback/support but also when. Is the discussion at hand one related to a goal, an ongoing issue, or a situation that just happened? There are nuances as to when, yet the most important item to remember is the humanity and dignity of the other person. That said, humility and receptivity should be considered. Alongside both of those, how willing and able (capacity) is the person able to reflect, grow, and self-direct from here on out? Some of the strongest members of a team are ongoing reflectors and focused on growing in a way that compares when who they were yesterday, not the persons on the team or organization.

Constructive feedback and support should balance praise with suggestions for improvement. Start by acknowledging the learner’s strengths before addressing areas that need work. Use a positive tone and focus on how improvements can be made rather than just pointing out errors. For example, instead of saying “This is wrong,” you might say, “This could be improved by considering X approach.” This method encourages learners to see feedback as an opportunity for growth.

I like educational feedback, which offers help and encouragement. Rather than a "You did not pass" message, provide feedback on why the learner did not pass as an additional form of education. Then, suggest how the learner can improve, such as reviewing part of a lesson or pointing the learner to supplement learning materials. End the feedback with encouragement that's appropriate for the learner type. For some, it might be, "You've got this." For others, it might be, "We'll celebrate what you've learned after you review the lesson again." Keeping it light and conversational, as if talking to a friend, can put the learner at ease and motivate them to continue.

Há uma frase que ouvi do Adam Grant em uma entrevista que traz uma positividade para o feedback que é sensacional: "Eu vou te falar isso porque eu tenho absoluta confian?a de que você tem o potencial pra chegar lá..." Mostrar que se importa com a pessoa e seu crescimento e n?o apenas com a resolu??o do desafio muda tudo, pois traz a pessoa para junto de você para que juntos, enfrentemos o desafio juntos.

Creio que abrir um campo para o erro é um dos primeiros passos para dar mais seguran?a para o aluno. Trazer a ideia de que erros ser?o cometidos e s?o inevitáveis, traz a seguran?a de que o aluno pode se arriscar e tentar, sem a press?o de fazer dar tudo certo. Outro ponto é valorizar os pequenos avan?os, mesmo quando há uma falha final. Mostrar que os erros trazem aprendizado e, portanto, nos levam mais perto do sucesso é outro componente chave de uma boa mentalidade de crescimento.

Assessing learners' progress and readiness for fading is crucial for effective scaffolding. Regularly evaluate their performance through quizzes, discussions, or practical tasks to gauge their understanding and skill level. Look for signs of increased confidence and independence in handling tasks. When learners consistently demonstrate competence without much guidance, it’s a clear signal they’re ready for the gradual withdrawal of support, allowing them to take more control of their learning.

One of the finest way to assess learners' progress and readiness for fading to use formative assessments throughout the learning process to gauge learners' understanding and progress. These assessments can include quizzes, discussions, observations, or short assignments. Analyze the results to identify areas where learners may need additional support.

To assess learners' progress and readiness for fading, be relentless and strategic! Start with continuous assessments—quizzes and projects that keep learners accountable and reveal their understanding. Observe their engagement in real-time; don’t just watch from the sidelines. Use the Watch It, Try It, Do It method: demonstrate a concept (watch it), let them practice (try it), and assess their ability to execute independently (do it). Encourage self-assessment—make them reflect on their confidence. Add peer feedback for deeper insights! Check for mastery—if they can teach it, they’re ready to fly solo! Leverage adaptive learning tools for real-time readiness indicators. This is how you set them up for success!

Implementing fading effectively: Start with strong support: Provide clear guidance and scaffolding. Gradually reduce support: Systematically decrease assistance over time. Offer feedback: Provide constructive feedback to guide independent learning. Encourage reflection: Prompt learners to reflect on their learning process. Teach metacognitive skills: Foster awareness of learning strategies. Introduce challenges: Gradually increase task complexity. Provide ample practice: Reinforce learning through varied practice opportunities. Monitor progress: Continuously assess and adjust support levels. Encourage independence: Foster a supportive environment for self-directed learning.

Scaffolding can be viewed from the perspective of designing or writing. When designing instructional materials, scaffolding will be part of the entire design. But then, in addition, you will want to write specific forms of scaffolding which can be implemented in a variety of ways. For instance, guiding questions, reflection questions, and links to other parts of the lesson or course can be implemented as mouseovers, hints or feedback in quizzes, marginalia, or transitional layout elements. Writing scaffolding content is partly separate from designing it: choosing where it will go and what interactions will trigger it.