Scaffolding strategies to_use_with_your_students
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The document discusses scaffolding strategies for teachers to use when working with students, including modeling, graphic organizers, and connecting to background knowledge. It also provides an overview of Lev Vygotsky's zone of proximal development theory, which argues that students can perform tasks beyond their abilities when assisted by a teacher, and that scaffolding helps students develop skills within this zone. Specific before, during, and after reading strategies are also outlined.
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6 scaffolding strategies to use with your students
1. The document discusses six scaffolding strategies that teachers can use in the classroom: show and tell, tap into prior knowledge, give time to talk, pre-teach vocabulary, use visual aids, and pause, ask questions, pause, review.
2. Scaffolding involves breaking learning into chunks and providing support tools with each chunk, such as modeling, connecting to prior experience, think-pair-shares, pre-teaching vocabulary, and checking for understanding through questioning.
3. These strategies help students develop skills they cannot yet master independently by providing appropriate levels of support within their zone of proximal development.
Scaffolding
Scaffolding refers to techniques teachers use to support students during learning. It breaks learning down into chunks and provides tools or structures for each chunk. Some examples of scaffolding strategies include:
1) Showing students examples and modeling thought processes before having them work independently.
2) Tapping into students' prior knowledge by discussing their experiences with the topic.
3) Giving students time to think before answering questions rather than rushing responses.
The document then provides more details on various scaffolding strategies teachers can use to support language learning for high school students.
Scaffolding and zone of proximal development
Scaffolding refers to providing contextual supports for learning through simplified language, modeling, visuals and cooperative learning. It involves guiding a learner's development with focused questions and interactions. Jerome Bruner first introduced the theory of scaffolding in the 1950s to describe how parents facilitate children's language acquisition through informal instruction. Lev Vygotsky introduced the concept of the Zone of Proximal Development (ZPD), defined as the difference between what a learner can do independently and what they can do with guidance. Within the ZPD, learning is most effective when aimed at the learner's potential rather than independent level. Scaffolding helps learners develop skills within their ZPD before the supports are gradually removed.
scaffolding in teaching.pptx
A scaffold is any temporary, elevated work platform and its supporting structure used for holding people, materials, or both.
Simply we can say that it is the gradual release of responsibility.
Scaffolding is breaking up the learning into chunks and providing a tool, or structure, with each chunk.
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Scaffolding and Zone of proximal development(zpd)
The document discusses Lev Vygotsky's concept of the zone of proximal development (ZPD), which refers to the distance between what a learner can do independently and what they can achieve with guidance and collaboration. It provides examples of how scaffolding or guidance within the ZPD can help students learn new skills. Studies discussed found that children learn best through guided instruction tailored to their current abilities, rather than discovery alone. The ZPD and scaffolding have important educational applications, as teachers can support students' learning and problem solving by providing appropriate assistance and modeling within their ZPD.
Vygotsky Theory
Lev Vygotsky was a Russian psychologist who developed the sociocultural theory of cognitive development, which emphasizes how social interaction and culture impact cognitive development. He believed that community plays a central role in the process of "making meaning." A key concept is the Zone of Proximal Development, which is a child's potential development when aided by a more knowledgeable other such as a teacher or peer. Vygotsky argued that optimal learning occurs in the Zone of Proximal Development through guided collaboration with others.
Contructivism Approach
Constructivism is a learning theory that suggests people actively construct their own understanding and knowledge through experiences. Key aspects of constructivism include learning being an active process where knowledge is constructed based on experiences, and learning being a personal interpretation of the world. Constructivist teaching methods focus on creating a democratic and interactive environment where the teacher facilitates learning and students are autonomous. Activities like films, field trips, class discussions and experiments allow students to apply concepts in multiple contexts and actively engage in building their own knowledge.
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6 scaffolding strategies to use with your students
1. The document discusses six scaffolding strategies that teachers can use in the classroom: show and tell, tap into prior knowledge, give time to talk, pre-teach vocabulary, use visual aids, and pause, ask questions, pause, review.
2. Scaffolding involves breaking learning into chunks and providing support tools with each chunk, such as modeling, connecting to prior experience, think-pair-shares, pre-teaching vocabulary, and checking for understanding through questioning.
3. These strategies help students develop skills they cannot yet master independently by providing appropriate levels of support within their zone of proximal development.
Scaffolding
Scaffolding refers to techniques teachers use to support students during learning. It breaks learning down into chunks and provides tools or structures for each chunk. Some examples of scaffolding strategies include:
1) Showing students examples and modeling thought processes before having them work independently.
2) Tapping into students' prior knowledge by discussing their experiences with the topic.
3) Giving students time to think before answering questions rather than rushing responses.
The document then provides more details on various scaffolding strategies teachers can use to support language learning for high school students.
Scaffolding and zone of proximal development
Scaffolding refers to providing contextual supports for learning through simplified language, modeling, visuals and cooperative learning. It involves guiding a learner's development with focused questions and interactions. Jerome Bruner first introduced the theory of scaffolding in the 1950s to describe how parents facilitate children's language acquisition through informal instruction. Lev Vygotsky introduced the concept of the Zone of Proximal Development (ZPD), defined as the difference between what a learner can do independently and what they can do with guidance. Within the ZPD, learning is most effective when aimed at the learner's potential rather than independent level. Scaffolding helps learners develop skills within their ZPD before the supports are gradually removed.
scaffolding in teaching.pptx
A scaffold is any temporary, elevated work platform and its supporting structure used for holding people, materials, or both.
Simply we can say that it is the gradual release of responsibility.
Scaffolding is breaking up the learning into chunks and providing a tool, or structure, with each chunk.
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The document discusses Lev Vygotsky's concept of the zone of proximal development (ZPD), which refers to the distance between what a learner can do independently and what they can achieve with guidance and collaboration. It provides examples of how scaffolding or guidance within the ZPD can help students learn new skills. Studies discussed found that children learn best through guided instruction tailored to their current abilities, rather than discovery alone. The ZPD and scaffolding have important educational applications, as teachers can support students' learning and problem solving by providing appropriate assistance and modeling within their ZPD.
Vygotsky Theory
Lev Vygotsky was a Russian psychologist who developed the sociocultural theory of cognitive development, which emphasizes how social interaction and culture impact cognitive development. He believed that community plays a central role in the process of "making meaning." A key concept is the Zone of Proximal Development, which is a child's potential development when aided by a more knowledgeable other such as a teacher or peer. Vygotsky argued that optimal learning occurs in the Zone of Proximal Development through guided collaboration with others.
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Constructivism is a learning theory that suggests people actively construct their own understanding and knowledge through experiences. Key aspects of constructivism include learning being an active process where knowledge is constructed based on experiences, and learning being a personal interpretation of the world. Constructivist teaching methods focus on creating a democratic and interactive environment where the teacher facilitates learning and students are autonomous. Activities like films, field trips, class discussions and experiments allow students to apply concepts in multiple contexts and actively engage in building their own knowledge.
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- Learners construct understanding based on their prior knowledge and experiences.
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Social constructivism is a theory of learning proposed by Lev Vygotsky that views learning as a social process where children construct knowledge through interaction with others in shared experiences and language. According to Vygotsky, learning occurs in the Zone of Proximal Development with assistance from teachers or more capable peers. Within the ZPD, scaffolding aids can help students solve problems they cannot yet solve independently. Language plays a central role in learning as it allows children to internalize knowledge from their social and cultural environment.
Teaching materials and resources
The document discusses various teaching resources and materials that can be used in the classroom, including coursebooks, the board, visual aids, technology, and alternatives when resources are limited. It provides advice on using different resources effectively, such as maintaining eye contact when writing on the board and including pre, during, and post viewing activities for videos. The document also considers the benefits and drawbacks of relying heavily on coursebooks for teaching.
Gagne learning theory
Robert Gagné was an educational psychologist known for his theory of instruction called the "Conditions of Learning". He studied how learning objectives relate to instructional design. Gagné identified 9 types or levels of learning - signal learning, stimulus-response learning, chaining, verbal association, discrimination learning, concept learning, rule learning, problem solving, and attitudes. Each type of learning requires different instructional events and conditions to be effectively taught.
Social interaction model
The social interaction model stresses relationships between individuals and society. It uses instructional methods like group work to facilitate interaction. Students work in structured groups to discuss concepts while the instructor monitors. Key steps include an introduction by the instructor, breaking into groups, and groups presenting findings. Social interaction promotes higher-level thinking, meaningful learning, and skills like leadership. However, it can be time-consuming and some students may not participate fully. Different models include jurisprudential inquiry, group investigation, and social inquiry.
Metacognitive strategies
Metacognition refers to thinking about one's own thinking and learning processes. It involves planning, monitoring, and evaluating one's comprehension and learning strategies. Teachers can help students with learning disabilities by teaching metacognitive strategies, which allow students to deliberately select thinking strategies appropriate for the task and regulate their cognitive activities. Some key metacognitive strategies include connecting new information to prior knowledge, planning before a task, monitoring comprehension while working, and evaluating performance after completing a task. The goal of metacognition is to develop lifelong learning skills and self-awareness of one's problem-solving abilities.
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Presentation on cooperative learning
Presentation on cooperative learningJaved Iqbal Student of M.S (Teacher Education) at University of Tennessee USA
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Constructivist learning environments (CLEs) emphasize technology-based, meaningful interactions where learners interpret and construct their own understanding based on experiences. Educators must design CLEs that actively engage learners in meaningful projects promoting exploration, experimentation, collaboration and reflection. CLEs support project-based learning and present learners with complex, ill-structured real-world problems that have no single solution, requiring investigation and reasoning to develop their own ideas. Resources in CLEs include information banks, the internet, and tools that support collaboration to help learners solve problems.
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Teoria del constructivismo social de lev vygotsky en comparación con la teori...Yonel Fajardo Paredes
1) El documento describe las teorías del constructivismo social de Lev Vygotsky y el constructivismo psicológico de Jean Piaget, comparándolas. 2) Ambas teorías consideran que el conocimiento se construye a través de la interacción entre el individuo y su entorno, pero Vygotsky enfatiza más el papel del contexto social y cultural, mientras que Piaget se centra más en el desarrollo individual. 3) Tanto Vygotsky como Piaget rechazan las teorías que ven el aprendizaje como una simple acumulación deLev vygotsky by sheena bernal
Lev Vygotsky developed an influential sociocultural theory of cognitive development that emphasized the important role of social and cultural factors. He believed that social interaction and language were essential for cognitive development. Vygotsky argued that through social interactions within a child's zone of proximal development and guided by more knowledgeable others, children internalize language and social interactions to develop higher thinking skills. In contrast to Piaget, Vygotsky saw cognitive development as culturally and socially influenced rather than universal, and emphasized social learning and language more strongly.
The Theory Of Learning
The document discusses Lev Vygotsky's theory of learning. Vygotsky believed that learning occurs through social interaction and language. He identified two main types of learning - interpsychological learning which occurs through interactions with others, and intrapsychological learning which occurs internally after exposure to new ideas. Vygotsky also introduced the concept of the Zone of Proximal Development, defined as the area just above a child's current skill level where learning can be supported by more capable others through scaffolding.
Article zone-of-proximal-development-l-vygotsky
Vygotsky proposed the concept of the zone of proximal development (ZPD), which is the difference between what a learner can do independently and what they can achieve with guidance and collaboration. Within the ZPD, learners can solve problems with assistance from a teacher or more capable peer. Scaffolding from a more knowledgeable person allows the learner to then internalize new skills and master tasks on their own. An example is provided of a tennis student struggling with her forehand grip but then improving with guidance from the instructor within her ZPD.
Vygotsky’s theory
Lev Vygotsky (1896-1934) was a Russian psychologist who developed a theory of cognitive development that emphasized how social interaction and culture impact learning. He believed that mental processes originate from social interactions and are then internalized. According to Vygotsky, children are born with mental abilities that develop through their use of tools for thought, including both technical tools and psychological tools like language, which he identified as the most important psychological tool as it develops from social speech to inner thought.
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- 2. Scaffolding • Definition • Strategies • Who is Lev Vygotsky? • Lev Vygotsky scaffolding strategies • How we can apply it in the class
- 3. What does scaffolding mean? • In general: it is a kind of assistance or help offered by a teacher or peer to support learning. • it is an instructional technique whereby the teacher models the desired learning strategy or task, then gradually shifts the responsibility to the students. • We can call it a supporting framework
- 4. Scaffolding Strategies • Visuals and realia • Modeling /gesturing • Graphic organizers • Connect to background knowledge • Sentence structures /starters • Read aloud • Intentional small group /partner work • Use of first language • Give time to talk • Pause, ask questions, review
- 5. Who is Lev Vygotsky? • He was born in western Russia. • He has written several articles & books on the subject of his theories. • His research in how children solve their problems that surpassed their level of development; led him to create the zone of proximal development theory (ZPD).
- 6. Lev Vygotsky scaffolding theory: • Vygotsky believed that when a student is in the ZPD for a particular task, by providing the appropriate assistance will give the student enough of a boost to achieve the task. • The ZPD has become synonymous in the literature with the term scaffolding. • However it is important to note that Vygotsky never used the term of “scaffolding” in his writing and it was introduced by WOOD ET AL(1976). • In order to meet students where they are and scaffold a lesson or differentiate instruction, you have to know the individual & collective ZPD of your learners.
- 7. • The ZPD is the distance between what children can do by themselves & the next learning that they can be helped to achieve with competent assistance. • Vygotsky suggested that teachers use cooperative learning exercises where less component children develop with help from more skillful peers within the zone of proximal development. • According to Vygotsky, language( in particular speech) is fundamental to children’s cognitive growth because language provides purpose and intention so that behaviors can be better understood. • Through the use of speech, children are able to communicate and learn from others through dialogue; which is an important tool in the ZPD. • In it child’s unsystematic, disorganized, and spontaneous concepts are met with the more systematic, logic, and rational concepts of the skilled helper.
- 9. • What should happen before, during, and after reading? Before reading: • Teach the pronunciation of difficult words. • Teach the meaning of critical, unknown words. • Teach or activate any necessary background knowledge. • Preview the story or the article. During reading: • Utilize passage reading procedures that provide adequate reading practice. • Ask appropriate questions during passage reading. • Teach strategies that can be applied to passage reading. • Use graphic organizers to enhance comprehension.
- 10. After reading: • Provide intentional fluency building practice. • Engage students in a discussion. • Have students answer written questions. • Provide engaging vocabulary practice. • Have students write summaries of what they have read.