When scaffolding goes wrong: The expertise reversal effect

Shifting the Differentiation Narrative

In the midst of an ideological shift in differentiation, consideration should be taken for the existing schema of students. While scaffolding is an effective way to enter a student’s proximal zone of development, uniformly implementing scaffolding to reduce element interactivity may interfere with a student’s existing schema. Without explicitly stating that a student should encode this information independent of other existing ideas, it may cause interference and disrupt existing schema, engaging cue overload principle and possibly associative blocking.

Schema

The idea of schema was first introduced by a well-known psychologist who has heavily influenced the trajectory of education: Jean Piaget. ... Continue to read this article on Substack