Scaffolding the Learner: A Theoretical, Practical, and Sociolinguistic Model for Progressing Experiences in Natural Settings

By Suzanne Giuffre and Marleen Iannucci.

Published by The Social Sciences Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Learning experiences frequently take place in natural settings (offices, clinics, schools) for students as well as new employees. Supervisors often find it difficult to plan for these learning experiences due to the unpredictable nature of work environments. In fact, the most salient challenge for supervisors is providing a sufficiently organized progression of experiences to substantiate student progress. The authors posit a theoretical, practical, and linguistic model to plan teaching-learning experiences. The model facilitates increased independence, the ability to handle increasingly complex cases, and consistent, efficient performance. Particular emphasis is given to language cues designed to assist learners toward independent practice. In fact, social interaction between supervisor and learner is the cornerstone of the model. The model also assists the supervisor in identifying learner strengths and areas for additional support. Future research pertaining to the model is discussed. In summary, the model is adaptable to various settings and time frames, allowing supervisors to remain intellectually engaged with the learner while practically engaged in day-to-day activities.

Keywords: Educational Planning, Progressing Student Learning, Linguistic Strategies, Experiential Learning

International Journal of Interdisciplinary Social Sciences, Volume 3, Issue 7, pp.133-140. Article: Print (Spiral Bound). Article: Electronic (PDF File; 652.456KB).

Suzanne Giuffre

Assistant Professor, Department of Physical Therapy, Bitonte College of Health and Human Services, Youngstown State University, Youngstown, Ohio, USA

Licensed physical therapist and Assistant Professor of physical therapy in a doctoral program. Serves as the Academic Coordinator for Clinical Education, placing students in various clinical sites nationwide for practice and assessment of knowledge, skills, and professional behaviors. Offer credentialing courses for clinical instructors in the region. Has EdD in Higher Education Administration, with an emphasis on the preparation of department chairpersons and their perceptions of professional development needs. Board specialist in pediatrics with research on motor development in children with autism.

Marleen Iannucci

Associate Professor, Department of Physical Therapy, Bitonte College of Health and Human Services, Youngstown State University, Youngstown, Ohio, USA

Licensed physical therapist and Associate Professor of physical therapy in a doctoral professional program. PhD in Curriculum and Instruction with research in sociolinguistic aspects of health care. Serves as the Coordinator of Right to Move, organization for poverty-disability intersection projects.

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