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Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning.
The teacher is a guide to scaffolding students’ learning in several ways throughout in the LGL strategy. First, the teacher asks students to recall words and phrases that are associated with the given concept. Then, the teacher writes and reads the list of words generated, modeling the appropriate spelling and pronunciation.
By incorporating language support and scaffolding techniques into classroom instruction, educators aim to empower ELLs to succeed academically while fostering their language proficiency in English. This article provides an overview of sheltered instruction, its principles, methods, and its impact on teaching and learning in multicultural ...
Distributed scaffolding is a concept developed by Puntambekar and Kolodner in 1998 [1] that describes an ongoing system of student support through multiple tools, activities, technologies and environments that increase student learning and performance.
The ideas on the zone of development were later developed in a number of psychological and educational theories and practices. Most notably, they were developed under the banner of dynamic assessment that focuses on the testing of learning and developmental potential [8] [9] [10] (for instance, in the work of H. Carl Haywood and Reuven Feuerstein).
Rosiek Jerry (2003): Emotional Scaffolding: An Exploration of the Teacher Knowledge at the Intersection of Student Emotion and the Subject Matter, Journal of Teacher Education 54: 399-412, von Glasersfeld E. (1987) 'Learning as a Constructive Activity'. In C. Janvier (Ed) Problems of representation in the teaching and learning of mathematics.
Preparing good lessons in SDAIE require awareness that the student is not a native English speaker and avoidance of those aspects of English that might make it difficult for a person learning English as a second language. This includes avoiding idiomatic English, which may seem natural to a native speaker but would confuse non-native speakers.
Winsler co-authored with Laura Berk the volume Scaffolding Children's Learning: Vygotsky and Early Childhood Education, [1] which describes the theories of development created by Lev Vygotsky and how they be applied to children's learning in a school environment.