The requirement for adults to seek out higher education is steadily increasing as today’s knowledge-based society demands this of them. Adult’s have many reasons why they have decided to take on this journey of lifelong learning (job-related, personal advancement, social relationships and social welfare) therefore, we as facilitators must work together to develop new strategies and improve old strategies that will engage / inspire adults as they overcome barriers to learn through a meaningful educational experience. Through the use of Scaffolding strategies the teacher-student interaction will have a structure that works to transfers responsibility of learning from the teacher to the student providing them with tailored support that gradually
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I am proposing that Scaffolding Instructional Strategies be included in this year’s trade fair program as “it is widely considered to be an essential element of effective teaching, and all teachers – to a greater or lesser extent – almost certainly use various forms of instructional scaffolding in their teaching” (Hidden curriculum, 2014). Promoting strategies that motivate adults to becoming self-regulated learners by having the teacher gradually shift the responsibility from them to the student removing the negative emotions and self-perceptions adults may experience when they get frustrated, intimidated, or discouraged when attempting a difficult task without the assistance, direction, or understanding they need to complete it (Hidden curriculum, 2014). This trade fair has the opportunity to introduce to new teachers or re-establish the Scaffolding strategies to the more seasoned teachers, both of whom seek to be more effective and efficient in their profession. Grady (2006) states that, “In traditional classroom interactions scaffolding may include modeling behaviors, coaching and prompting, thinking out loud, dialogue with questions and answers, planned and spontaneous discussions, and so forth—any device that structures assistance to help the learner bridge a cognitive
I am proposing that Scaffolding Instructional Strategies be included in this year’s trade fair program as “it is widely considered to be an essential element of effective teaching, and all teachers – to a greater or lesser extent – almost certainly use various forms of instructional scaffolding in their teaching” (Hidden curriculum, 2014). Promoting strategies that motivate adults to becoming self-regulated learners by having the teacher gradually shift the responsibility from them to the student removing the negative emotions and self-perceptions adults may experience when they get frustrated, intimidated, or discouraged when attempting a difficult task without the assistance, direction, or understanding they need to complete it (Hidden curriculum, 2014). This trade fair has the opportunity to introduce to new teachers or re-establish the Scaffolding strategies to the more seasoned teachers, both of whom seek to be more effective and efficient in their profession. Grady (2006) states that, “In traditional classroom interactions scaffolding may include modeling behaviors, coaching and prompting, thinking out loud, dialogue with questions and answers, planned and spontaneous discussions, and so forth—any device that structures assistance to help the learner bridge a cognitive