I would use content scaffolding because it’s important to reinforce background knowledge and start from the beginning with a student, while making new connections with them through familiar or highly interesting content that motivates the student to dig deeper. I would also use material scaffolding in the form of a cue sheet with guided examples and possibly a mnemonic device that would help students perform and complete the task of long division. I would reinforce the use of a mnemonic device and guided example through constant modelling with verbalization and practice until the student has mastered long division. This could be considered task scaffolding with the use of performing the task of solving long division by modeling and practicing the mnemonic device with the student one step at a time until he or she can independently use the task by his or herself. The guided examples would also serve as task scaffolding that would be reinforced with verbalization, eventually be phased out over the course of the lesson.
5 strategies that a teaching assistant might use to support literacy development: 1.Improving language which means building children’s vocabulary. Vocabulary is very important. It is needed to communicate, to understand others and to express own ideas. Building and improving vocabulary will improve reading and writing skills. In order to improve children’s vocabulary teaching assistant could make sure to provide children with a language-rich environment.
Young children need lots of scaffolding from adults around them. Just as Vygotsky’s approach has stated that the role of early years educators is crucial in scaffolding young children to increase their zone of proximal development (Gordon & Browne 2011). These
(Jenifer Hamond 2001) Parents give support by modelling or divided the task into manageable components and keep the task at an appropriate level of difficulty. Therefore, parent provided assistance through intervention and determined the child’s ability to complete the task. In the classroom interaction, the term of scaffolding defined
However, students were engaged in my lesson but it was more frequent at the Primary School than when I was teaching. It was seen where students participated and showed great emphasis in learning. Students asked questions, participated in pair reading and completed assignments on time. According to Piaget (1980), he stated that learning should be an active process where students discover and construct their own knowledge and the teacher guides them. This is where students participate in any given activity and not sitting down listening to the teacher explaining or giving the answers.
This professional development is promoting the needs of all learners. As mentioned data shows that our students are performing below grade level when it comes to reading comprehension. Our students are showing a lack of reading comprehension techniques and routines; this professional development will help teachers revisit key elements such as literary and pedagogical techniques that will promote reading comprehension as well as additional support for differentiation. This will help teachers implement such approaches in their lesson delivery to assure that students are utilizing them. Principal support in implementing
It provides the most effective learning condition which is the gap between what the learners can and cannot do without help in the ZPD. When planning the scaffold, a teacher should consider the designed-in scaffold, where the teacher has to plan before a teacher and the interactional contingent which is the situation in the classroom context. The teacher can provide the scaffold to learners during listening and speaking class to help the learners to decode and meaning build the sound they heard. A teacher who is not able to provide suitable scaffolding in the classroom is not able to motivate the learners to learn because the lesson may be either too simple or too difficult for the learners to learn. In conclusion, a “good” language teacher should be able to plan, select and sequence the activities to provide the suitable challenge and scaffold for learners to learn
The factors include, the strategies that are employed in reading, the type of vocabulary that is in the text, phonological awareness, the attitude of the child, the motivation to read, knowledge of the article, ability to recognize work, the working memory of the child and comprehension awareness (Sanford, 2015). . Teachers can employ strategies of instruction which involve explaining to learners in different ways that they can be able to utilize and use comprehension strategies. This is always the first step in three phase instructional framework. The teacher then proceeds in giving support to the students at different levels as they practice.
So, it means that for reading comprehension, it is not only about the ability to read the individual words and know the meaning, but it is about understanding the whole passage as well. Reading comprehension is known to be important because even though it is almost a complex thing as it requires our understanding, but it will be very beneficial especially to be used in peer teaching strategies. Pupils can discuss among themselves the ideas they got based on the passage they read. Besides that, Ylvisaker (2006) has also stated that reading comprehension is seemed to be important for pupils to learn as it has a very close connection with listening comprehension but still reading comprehension skill is much