Tag Archives: Scaffolding

Taskmaster!!!

18 Jun

So… apparently movies in the Marvel ‘Cinematic Universe’ have grossed over $3,400,745,593 dollars. That’s 3.4 b-b-b-billion for 11 movies with a whole slate of follow-up on-screen bombast en route to complete their cinematic world subjugation. Not too shabby eh?

I’d argue though that the studio masterminds have left money on the table by overlooking a key figure in their comic book source material, the 1980’s anti-hero Taskmaster!!! Intent on “[training] a large number of thugs at criminal academies”, Taskmaster was a superhero and a teacher! True, he never went much into humanistic language pedagogy, but not all super teachers can start pseudo-scientific Hungarian cults.

Taskmaster

I’ll admit, I’d never heard of Taskmaster until I googled the word a few minutes ago, but I can relate to the idea of a task-setting obsessive. It definitely doesn’t get into any of the deeper truths about language learning, but it still amazes me that the success of a lesson can hinge on whether learners have actually understood the tasks. That’s probably why a few years ago one of my first posts ever was about ICQs, and somehow, that post still gets more hits than almost any other (which doesn’t say much for my improvement as a writer!). Back then, I was railing against pointless instruction checking questions, and a few dozen CELTA courses later I’m still not a huge fan.

A few months ago though I decided to dig a bit deeper and see what actually does work in terms of helping students to come to grips with activities. Here, the concept of ‘instructional scaffolding’ was helpful, covering all kinds of support structures like checking questions, visual support, examples and demonstrations, gestures, etc. (Applebee and Langer, 1983).

With the kind permission of my Celtees, I made a note of every instruction given, the type of scaffolding used, and whether or not teacher intervention and repair was then needed. I even recorded a few samples for good measure. Four weeks, a bunch of pretty graphs, and one excessively long paper later, I came to a couple of simple conclusions:

1)  Instructional scaffolding works:

Pretty ground-breaking stuff, I know. Basically, looking at both the numbers and transcripts, it seems that no matter how you do it, providing some kind of support for instructions leads to better comprehension. This was true even when taking into consideration the type of task and the quality of the scaffolding, e.g. clear, unchecked instructions vs. garbled, checked instructions. Don’t believe me? Take a look at this!

Types of scaffolding used and subsequent repair

Scaffold1

Between the three most common support types, there was not much difference in either usage or apparent effectiveness in comparison to when there was no support.  However, these stats are a bit misleading as Visual support was never used in isolation.

2)  Combinations of instructional scaffolds work best

More importantly in terms of being able to help my trainees, there was pretty compelling evidence that combinations of instructional scaffolds are more likely to ensure task comprehension than any instructional scaffold used in isolation. Although just asking ICQs or doing a demo worked some of the time, when used in combinations there was a massive improvement in task understanding. In fact, although it might seem excessive, when there was a demo or example, an ICQ, and some sort of visual, the learners understood 100% of the time on the course, no matter which of the eight trainees was teaching. At the other end of the spectrum, one or no scaffolds led to repair between 70% and 100% of the time.

Combinations of Scaffolds Used and Subsequent Repair

Scaffold2

Of course, all the usual caveats apply – specific context, small sample, only one course, etc. Still, it was interesting to put intuition to the test and to gain a little evidence that may help future teachers trying to effectively set tasks.

Like with past blog posts about projects of little interest to all but a strange few, feel free to contact me for the complete paper full of thrilling facts, methodology, and figures. As well, if anyone has had a different experience in their teaching/training context, it would be great to hear about it as there are a lot of questions still to answer – does it make a difference if they are new or experienced teachers? The length of time the teacher has had the group? The cultural context?

More importantly, when will Taskmaster be coming to a theatre near me?

References

Applebee, A. and J. Langer. 1983. ‘Instructional scaffolding: Reading and writing as natural language activities’. Language Arts, 60/2.

Richards, J.C. and T. Rodgers.  2001.  Approaches and Methods in Language Teaching.  Cambridge: Cambridge University Press.

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