Scaffolding and the Student at the "Top"

On my way home from school yesterday, all I could think about was the student at the top of the scaffolding in the Vygotsky group. Because I have witnessed the student who excels academically ahead of their classmates, I want to know how we can help stretch and grow their minds! Sometimes I think the "teach to the test" momentum forces teachers to focus on the students who are NOT passing the standardized tests, and leaves the students who are to sort of fend for themselves in educational. Of course, I think there are some fanastic teachers who have great ideas regarding how to stretch and grow the students at all levels, even the one(s) at the "top," and I want to know what they are!

Socially, I don't think it is a great idea to always have the academically advanced student helping others, as Heather mentioned in class, as a mini teacher. Some children would aquire an "I'm smarter than you" attitude, while others may just get tired of always having to help everyone else when all they really want to do is have something challenging their minds, as well. Academically, I don't think it is a great idea to have this student always helping their peers either, I think it is beneficial to have this student learning from others just as much as they are assisting others.

In my pursuit for practical applications that can be used in the classroom, I called some fantastic teachers and asked for their advice and suggestions! A kindergarten teacher sent her highest ability learner to a first grade classroom during reading, writing, and math so that this student was challenged by her academic peers both at and above her level. On a side note, the first grade teacher sent her lower ability learners to the kindergarten class, as an exchange, so that they were able to master skills with a group who were working at the same level, rather than feeling like they were always "behind" the thinking of those around them in the first grade classroom. A second grade teacher chose to write an individualized lesson plan for each of her higher ability learners, pushing them from the point where they were and well beyond the standards of the grade. She tasked these learners with their individualized lessons prior to working with the majority of the class as a whole. She claimed that this helped the rest of the class to have time to think, since the higher level students were not answering all the questions before some individuals could find the answer within themselves.

Now that I have researched the answers from teachers who have been in the classroom, I would love to hear some of your ideas, too, either from your observations of other teachers, your personal experience, or just an idea that pops into your head that you are wondering if it would work!