Once she was ready to remove the training wheels, I steadied her with my hand and walked beside her, and only then did I let her take off on her own. Then I gradually raised the training wheels. When I taught my daughter to ride her bike, I sat on the bike to demonstrate how to ride. Note that in the example containing scaffolding, the two critical elements of modeling and practice are present. In the following examples, compare a parent’s teaching a child to ride a bike using scaffolding to another parent’s trying the same without scaffolding. Practice: Students, either individually or as a group, must have the opportunity to work collaboratively with the teacher to practice the task or the strategy.Knowing how and why leads to students’ successful performance of the task or strategy. Such modeling and repetition allow students to understand both how to perform each step and why each step is important. Modeling: Throughout the learning process, students should be able to watch their teacher model, or demonstrate, each step in the task or strategy multiple times.The teacher should use common sense, teaching experience, and the students’ needs to assess what type of scaffolding or support will be required by the students.Īlthough a teacher may scaffold instruction in a number of ways, it is nevertheless important to note that there are two critical elements to keep in mind when using instructional scaffolding: In fact, how a teacher chooses to go about it will much depend on the task or strategy in question and the students’ needs. There are no hard-and-fast rules for how to scaffold instruction. Price, what could you do to help your students when they struggle with a task? : How Do I Scaffold Instruction?
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