How to Erect Scaffolding

Filed Under: scaffolding education    by: admin

Scaffolding is often a necessary part of building and home maintenance. Set up scaffolding properly to make sure you and anyone else using the equipment stay safe. An oversight in erecting scaffolding could lead to a serious accident. Setting up scaffolding is an alternative to using ladders. A benefit of using scaffolding is the larger work area and mobility it offers over that of a ladder. It provides a platform for walking and for setting all your tools. This cuts work time drastically.

  1. Select a secure foundation on which to build and set your scaffold. Obtain mud sills or base plates to attach the scaffolding to make the footing more stable. One of the main concerns here is to have the scaffolding level and on secure ground. If you are on unlevel ground, you my need to dig down to make the dirt level in any high corner. Also, use the adjusting screws on the scaffolding to level the structure. If the surface is on a drastic slope, obtain leg extensions.
  2. Opt for casters. If you plan on moving your scaffolding to work on various spots, include casters in your scaffolding setup. Remember to lock the casters when you get it into place.
  3. Assemble the scaffolding frame. Lay out the ends of the scaffolding. Lift one end piece, and attach the upper cross brace. The far end of this brace should support the end piece while you lift the second end piece and attach its upper cross brace. Secure the ends of the cross braces to the bottom of the opposite end frame.
  4. Make sure the scaffold is stable. Move the scaffold into your desired position, and make sure it is level and secure.
  5. Place the planks. Lift the planks through the scaffold bars and into place. Hardware should be included to fasten the planks into place.
  6. Secure access to the scaffold. If ladders are used to access the scaffold, use ones that are designed for that specific scaffold. Stair-like ladders can be used to access the scaffold but must have handrails and treading. A concern with the access point is to make it safe to maneuver and to prevent the scaffold from tipping over.
  7. Attach the guardrails. Guardrails are highly recommended for all scaffolding due to the height of the equipment and the risk of falls. Also consider using tie offs and other fall protection.
  8. Inspect the scaffolding to ensure safety. Thoroughly examine the scaffolding setup to make sure all pieces are secure. Reinspect the scaffold system every time you leave the site and return to it to make sure it is still safe.

tips

Keep safety in mind. Scaffolds are considered safest to a height of up to 4 times the width of the base. Keep the scaffolding away from power lines. Be aware of weather conditions. Do not work on scaffolding in bad or extreme weather.

Basic Scaffolding Safety_video

Filed Under: Scaffolding Safety    by: admin

A must watch for all levels of stagehands. These videos cover safety work practices including job preparation, walk-around safety inspections, PPE, ladder safety, scaffold safety, and first aid.

Key Features of scaffolding

Filed Under: scaffolding education    by: admin

The original notion of scaffolding assumed that a single more knowledgeable person, such as a parent or a teacher, helps individual learners, providing them with exactly the support they need to move forward (e.g., Bruner, 1975; Wood et al., 1976). One of the most critical aspects of scaffolding is the role of the adult or the expert. The expert is knowledgeable about the content of instruction as well as a facilitator with the skills, strategies and processes required for teaching. The expert not only helps motivate learners by providing just enough support to enable them to accomplish the goal, but also provides support in the form of modeling, highlighting the critical features of the task, and providing hints and questions that might help learners to reflect (Wood et al., 1976). In this conception then, the adult’s role has perceptual and cognitive as well as affective components (Stone, 1998).

Although the role of the adult is crucial, descriptions of the notion of scaffolding (Langer & Applebee, 1986; Palincsar, 1998; Reid, 1998; Stone, 1998) point to several other key elements of scaffolded instruction:

  1. Common goal. Shared understanding, described as intersubjectivity (Rogoff, 1990), is of critical importance in scaffolded instruction. Intersubjectivity refers to the combined ownership of the task between the adult and the child, and setting a common goal.
  2. Ongoing diagnosis and adaptive support. Perhaps the most important feature of scaffolding is the fact that the adult is constantly evaluating the child’s progress and providing support that is appropriate for “this tutee, in this task at this point in task mastering” (Wood et al., 1976, p. 97). This results in interactions that are different in “content and form from individual to individual” (Hogan & Tudge, 1999), and for the same individual at different times. As Wood and colleagues (1976) described, scaffolded interactions comprise of a theory of the task and a theory of the tutee. The adult needs to have a thorough knowledge of the task and its components, the subgoals that need to be accomplished, as well as knowledge of the child’s capabilities as they change throughout the instruction.
  3. Dialogues and interactions. A critical factor in the ongoing diagnosis and calibrated support is the dialogic nature of scaffolding interactions, so that the learner is an active participant and a partner in deciding the direction of the interaction, and not a passive recipient. The dialogic nature of scaffolding is best illustrated in the reciprocal teaching studies of reading (Brown & Palincsar, 1985; Palincsar & Brown, 1984), in which students took turns leading the group discussion, engaging in comprehension monitoring strategies.
  4. Fading and transfer of responsibility. The final feature of scaffolding is reducing the support provided to learners so that they are in control and take responsibility for their learning. The best scaffolding will eventually lead learners to internalize the processes they are being helped to accomplish (Rogoff, 1990). In the original description by Wood and colleagues (1976), the important aspect of the transfer of responsibility is that the child has not only learned how to complete a specific task, but has also abstracted the process of completing the particular task

Scaffolding Instruction Strategies

Filed Under: scaffolding education    by: admin

Scaffolding Instruction describes specialized teaching strategies geared to support learning when students are first introduced to a new subject. Scaffolding gives students a context, motivation, or foundation from which to understand the new information that will be introduced during the coming lesson.

Scaffolding techniques should be considered fundamental to good, solid teaching for all students, not just those with learning disabilities or second language learners. In order for learning to progress, scaffolds should be gradually removed as instruction continues, so that students will eventually be able to demonstrate comprehension independently.

Scaffolding instruction includes a wide variety of strategies, including:

  • activating prior knowledge
  • offering a motivational context to pique student interest or curiosity in the subject at hand
  • breaking a complex task into easier, more “doable” steps to facilitate student achievement
  • showing students an example of the desired outcome before they complete the task
  • modeling the thought process for students through “think aloud” talk
  • offering hints or partial solutions to problems
  • using verbal cues to prompt student answers
  • teaching students chants or mnemonic devices to ease memorization of key facts or procedures
  • facilitating student engagement and participation
  • displaying a historical timeline to offer a context for learning
  • using graphic organizers to offer a visual framework for assimilating new information
  • teaching key vocabulary terms before reading
  • guiding the students in making predictions for what they expect will occur in a story, experiment, or other course of action
  • asking questions while reading to encourage deeper investigation of concepts
  • suggesting possible strategies for the students to use during independent practice
  • modeling an activity for the students before they are asked to complete the same or similar activity
  • asking students to contribute their own experiences that relate to the subject at hand