Scaffolding Case Study

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1. What are the two critical elements to keep in mind when using instructional scaffolding?
The elements to pay attention to when using instructional scaffolding are modeling and practice. The teacher first models a task for a student by demonstrating how it is done. Practice occurs when a student practices the task him or herself.
2. Briefly describe the three approaches to instructional scaffolding presented in this Module.
Content scaffolding involves the teacher choosing easier content in which to practice the task, so the student can focus on the task not the content. The teacher will eventually increase the difficulty of the content.
Task scaffolding involves modeling. The teacher models a task step by step explaining each step as he or she goes. The teacher keeps modeling the steps until the students can perform the task independently.
Material scaffolding involves using materials and things such as cues, posters, or written prompts to help the student perform a task.
3. List at least two reasons why modeling error detection and correction is important.
If the teacher detects an error in modeling, he or she can actually mimic how it would be if the student was stuck during a task. The teacher can model how to correct and work through the problem instead of giving up.
Students realize that making a mistake is
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Since they are meant to help students reach their goals, related services are concerned with educational outcomes not types of disabilities and are not services that stand alone. They are needed for students with disabilities to help them reach their maximal potential when education outcomes are concerned. For example, speech-language pathologists can diagnose a student with stuttering and help the student improve oral communication. There is a wide range of related services also available such but not limited to counselors, occupational therapists, and social

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