Scribd Logo
Upload

Welcome to Scribd!

  • 44 views

    Pedagogy Ep Task 6

    Uploaded by

    Lalaa
    The document discusses scaffolding techniques for teaching and learning. It defines scaffolding as breaking learning into chunks and providing tools or structure for each chunk. It then lists several scaffolding techniques including showing examples before assignments, allowing time for discussion, using visual aids, pre-teaching vocabulary, asking questions and pausing to review, and tapping into prior knowledge.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Pedagogy Ep Task 6

    Uploaded by

    Lalaa
    44 views1 page
    The document discusses scaffolding techniques for teaching and learning. It defines scaffolding as breaking learning into chunks and providing tools or structure for each chunk. It then lists several scaffolding techniques including showing examples before assignments, allowing time for discussion, using visual aids, pre-teaching vocabulary, asking questions and pausing to review, and tapping into prior knowledge.

    Original Description:

    Scaffolding

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The document discusses scaffolding techniques for teaching and learning. It defines scaffolding as breaking learning into chunks and providing tools or structure for each chunk. It then lists several scaffolding techniques including showing examples before assignments, allowing time for discussion, using visual aids, pre-teaching vocabulary, asking questions and pausing to review, and tapping into prior knowledge.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    44 views1 page

    Pedagogy Ep Task 6

    Uploaded by

    Lalaa
    The document discusses scaffolding techniques for teaching and learning. It defines scaffolding as breaking learning into chunks and providing tools or structure for each chunk. It then lists several scaffolding techniques including showing examples before assignments, allowing time for discussion, using visual aids, pre-teaching vocabulary, asking questions and pausing to review, and tapping into prior knowledge.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 1

    GROUP MEMEBERS:

    MOHAMED FARHAN BIN MOHAMED YUNUS


    MUHAMMAD FARHI ADZIM BIN FADZIL
    NOR NAJLA AUFA BINTI MOHAMAD YUSOF SCAFFOLDING

    The process of breaking up the learning into chunks


    and providing a tool, or structure, with each chunk.

    SHOW AND TELL GIVE TIME TO TALK USE VISUAL AIDS

    Always show students the All learners need time to process Graphic organizers, pictures,
    outcome or product before new ideas and information. They and charts can all serve as
    they do it. If a teacher also need time to verbally make scaffolding tools. Graphic
    assigns a persuasive essay or sense of and articulate their organizers are very specific in
    inquiry-based science learning with the community of that they help kids visually
    project, a model should be learners who are engaged in the represent their ideas, organize
    presented side-by-side with same experience and journey. As information, and grasp concepts
    a criteria chart or rubric. we all know, structured such as sequencing and cause
    discussions really work best with and effect.
    PRE-TEACH VOCABULARY children regardless of their level
    of maturation. TAP INTO PRIOR
    Introduce the words to kids in photos KNOWLEDGE
    or in context with things they know PAUSE, ASK QUESTIONS,
    and are interested in. Use analogies Ask students to share their
    PAUSE, REVIEW
    and metaphors, and invite students to own experiences, hunches,
    create a symbol or drawing for each Share a new idea from discussion and ideas about the content
    word. Give time for small-group and or the reading, then pause or concept of study and have
    whole-class discussion of the words. (providing think time), and then them relate and connect it
    ask a strategic question, pausing to their own lives.
    again.

    You might also like