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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.
While scaffolding is meant to be a relatively independent process for students, the initial phase of providing individual guidance can easily be overseen when managing large classrooms. Thus, time becomes a critical factor in a scaffolding lesson plan.
In a similar way, there is a gradual dismantling of the scaffolding as the 'job' becomes more secure and so there is a gradual release of responsibility from the teacher to the learner. As scaffolding is temporary, so too are the lessons that are constructed to help students as they embark into unfamiliar thinking.
Lesson planning is a thinking process, not the filling in of a lesson plan template. A lesson plan is envisaged as a blue print, guide map for action, a comprehensive chart of classroom teaching-learning activities, an elastic but systematic approach for the teaching of concepts, skills and attitudes.
"Lesson Plan Reviews" highlights history instruction strategies, including scaffolding. Other features include "Teaching Guides," such as "Understanding and Interpreting Political Cartoons in the History Classroom," and a section on best practices when working with English language learners.
At the heart of the creation of the scaffolding extension to distributed scaffolding, was the need to address the many different ways a scaffold could be provided. Scaffolding need not be limited solely to a teacher student or parent-student situation; [7] in fact scaffolding can be extended to include peers. [8] [7]
Our guide to streaming the winners of the Academy Awards' top prize, including "Nomadland" and "CODA."
A wide variety of strategies have been used to develop educators’ TPACK abilities, such as (a) collaborative, design-based lesson planning; [26] (b) the use of technology mapping, game-based learning, and deep-play [27] [28] (c) scaffolding the design process; [29] [30] and (d) accounting for how teacher's beliefs influence their TPACK. [31]
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