Scaffold learning helps students achieve greater gains in math class than they would otherwise. Of course, to get the results, you should employ appropriate and effective strategies. Our book “How to Differentiate Your Math Instruction” outlines scaffolding strategies among other teaching tools. You ...
However, especially in large lectures students rarely receive feedback on their writing product. Thus, computer-based feedback could be an alternative to provide formative feedback to students. However, it is less clear, how computer-based feedback should be designed to help students writing ...
Literacy Learning Progressions help teachers negotiate meaning in assessment. ? Provide developmental overview and indicate how reading and writing link. ? Inform expectations and enable distinctions that support instruction. ? Teachers use information from applying the progressions to reflect on practice....
Inquiry is considered a shared concept between school’s scientific disciplines (i.e. biology, chemistry, and physics) while remaining flexible towards their individual emphases: biology lessons might focus more on observation, physics instruction might pay extra attention to issues of measurement, and...
Cognition and Instruction, 36(4), 297–329. Article Google Scholar Luna, M., & Selmer, S. (2021). Examining the responding component of teacher noticing: A case of one teacher’s pedagogical responses to students’ thinking in classroom artifacts. Journal of Teacher Education, 72(5), 579...
Scaffold grammar lessons and provide students with meaningful instruction. Grammar and usage in the classroom can be taught successfully with purposeful scaffolding. Make ELA scaffolding a part of purposeful strategies for teaching grammar in high school. ...
Showing students how to do something can be an effective first step in scaffolding learning. The program scaffolds middle-school learners through the scientific inquiry process. to design (learning materials, curriculum, etc.) to suit this method of instruction: This paper explains the model used ...
, Aptitude, learning, and instruction III: Cognitive and affective process analysis (pp. 223–253). Hillsdale, NJ: Lawrence Erlbaum Associates. Google Scholar Morgan, B., Keshtkar, F., Graesser, A., & Shaffer, D. W. (2013). Automating the mentor in a serious game: A discourse ...
y facilitate direct instruction, inquiry and co-construction learning and teaching approaches; y promote independent learning by complementing and extending what students have learned in class; y cater for learner diversity by providing learning activities at different levels of difficulty; y use accurate...
CONCLUSION Infants acquire language exceptionally fast and without any given instruction. But, how can infants so easily achieve such a remarkable landmark, whereas adults struggle to do so? Following Kuhl's view (Kuhl, 2004), understanding how the early brain is committed to th...