Building Blocks for Learning: Scaffolding Writing-Based Learning Activities

• In Event: New Perspectives and Practices on Student Writing

Abstract

A key question for all of educators is ‘What do I want my students to take-away from this course/module?’ From this question begins the exploration of the 'why' and 'how' involved in creating learning activities for students. This paper will examine the pedagogical underpinnings of scaffolding writing-based learning activities – for learning overall, but also use case studies to demonstrate how such activities can serve as a method of ‘breaking down’ summative assessment assignments into formative learning activities over the duration of a course.

The scaffolding, using writing-based learning activities can assist in engaging students to learn and demonstrate specific skills and knowledge that can then be applied to complete a summative assessment. The research is based two case studies to be presented. It includes details about the curriculum ‘tweaks’ around formative learning activities using writing and reading, and how these formative learning activities fed into smaller summative assessment assignments. Each building on the other to develop students’ critical reading, analysis, and writing skills, as well as embedding peer-feedback skills, that culminate in the submission of a final written assignment by each student.

The first case study focuses on a first-year undergraduate Introduction to Political Science course at Parami University (Myanmar) delivered through synchronous online sessions and asynchronous learning through activities and tasks embedded in the VLE (virtual learning environment) used. While the second case study focuses on focuses on the use of writing-to-learn activities within a first-year undergraduate Comparative Government module at Birkbeck, University of London. In this case study, the module seminars are delivered face-to-face, with a blended learning environment that includes pre- and post-session activities via the VLE, as well as writing-to-learn activities that are classroom based.

Through both case studies, evidence of student progress is demonstrated through engagement with both in-class and out-of-class formative and reflection activities. While not all activities work as expected, overall, the writing-to-learn activities do have an impact on overall learning and perceptions about learning by students.

To demonstrate perceptions about learning, the paper will present data from an anonymous questionnaire students were asked to complete about their learning on their course, and of the scaffolding of activities on the course/module over the semester. The research paves the way for a rethinking about practical changes (and possible policy changes) that can be made to current curriculum that develops and supports students in their learning more holistically and builds their skills and knowledge block-by-block for success. The added ‘bonus’ of scaffolding activities this way, is that it provides more learning opportunities that ‘loop’ together to reinforce and re-check learning throughout the semester/term.

Author

• Dale Mineshima-Lowe, Parami University (Myanmar)