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24 Cards in this Set
- Front
- Back
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Structural Scaffolds |
- Concrete things - engineered context, skill routine - purposeful, uses target skill predominantly - ie pictograph sketching, audio recordings, typing |
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Interactive Scaffolds - Response Facilitations |
- Scaffolds through our responses ie wait for response model response repeat and emphasize thru physical signals pause before providing answer provide answer and students repeat |
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Interactive Scaffolds - Linguistic Facilitations |
- Ways we talk ie model, provide in advance expand, add adult syntax or semantics extend recast use vertical structuring (one student+anoth) redirect, show how to ask a friend |
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Int. Scaffolds - Regulatory Facilitations |
- maintain awareness of goal - highlight important content - relate content to prior knowledge - comment on performance - inhibit impulsive responses - aid selective and sustained attention - help student manage challenge -comment on task similarities |
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Elements for Positive Outcome Assurance |
- repeated opportunities (practice in close succession) - intensity (frequency of encounters w/ teaching experience) - systematic support (scaffolding, preplanned) - Explicit skill focus (state goals, purposeful) |
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contextualized |
- in context, part of contexts of life, embedded, meaningful |
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Scaffolding |
process that enables student to achieve task/goal which would be beyond their unassisted efforts gradual responsibility shift from teacher to student handover of skills to complete. student is active collaborative, learners own intentions central, in ZPD, gradually withdrawn |
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ZAD vs ZPD |
Zone of Actual - no assistance needed Zone of Proximal - some assistance needed |
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Phases - Modeling |
- teaching behavior shows how to feel, think, or act - talk aloud: verbal steps -think aloud: verbal thoughts - Performance: physical demonstration |
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Phases - Application |
- Constantly assess student understandings by observing performance attending to errors offer assistance/fdbk often |
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Phases - Scaffolding Fading |
- Progressively less assistance - feedback as mastery progresses |
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Phases - Mastery |
- perform new task without assistance (or less ass depending on student ) |
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Challenges of Scaff |
- giving up control, allowing errors - changing typical questions, look for what can do WITH support - hard to implement and may not be perf - deciding how much help |
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Task Analysis |
Looks at: - steps/skills - complexity - environmental decisions - necessary equip/materials - unique factors (depend on kids) ie pen pick up |
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Shaping |
- discrete skill instruction - tasks/steps are taught, fully mastered, and then move on based on 80% criterion |
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Discrete Skill Instruction |
breaking down the final desired activity into a series of individual tasks (which needs task analysis) |
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Scaffolding Differs from Shaping |
- student gradually acquires necessary behaviors/strategies to complete more and more of task - all students participate in same activity - all about problem solving -real life attainable - recc for acquiring skill, knowing howwhen/why is needed |
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Challenges of Scaff |
- giving up control, allowing errors - changing typical questions, look for what can do WITH support - hard to implement and may not be perf - deciding how much help |
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Task Analysis |
Looks at: - steps/skills - complexity - environmental decisions - necessary equip/materials - unique factors (depend on kids) ie pen pick up |
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Shaping |
- discrete skill instruction - tasks/steps are taught, fully mastered, and then move on based on 80% criterion |
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Discrete Skill Instruction |
breaking down the final desired activity into a series of individual tasks (which needs task analysis) |
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Scaffolding Differs from Shaping |
- student gradually acquires necessary behaviors/strategies to complete more and more of task - all students participate in same activity - all about problem solving -real life attainable - recc for acquiring skill, knowing howwhen/why is needed |
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Scaffolding into Competence |
student can achieve goal even without high competency |
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you r so cute rn |
omg i know thx |
