Three Essential Features Of Sccaffolding That Help Facilitate Learning

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When thinking about how I wanted to deliver the lessons and developing my lessons, I decided to use the scaffolding approach. In doing research on this method I found that there are three essential features of scaffolding that help facilitate learning. The first is the interaction between the learner and the teacher or expert should be one of collaboration. That means that we must work together. I cannot just stand in the front of the classroom and tell the focus learner how to do the problems and expect him to understand and grasp the concepts. 2. The learning must take place in the learner’s zone of proximal development which according to Vygotsky, is what the learner can do with help and what the learner can do without help. To now …show more content…
3. This is where the scaffolding comes in, the support and teaching provided by the teacher or expert are slowly removed as the learner starts to grasp the concepts until the learner becomes proficient. I gave the focus learner a pre-assessment of 10 GCF and LCM problems to determine his present level of knowledge with the topic. From the assessment, I determined that the GCF and LCM problems beyond what he was ready for. He was not able to even try any of the problems on the pre-assessment and just wrote “IDK”, which stands for I don’t know. Therefore, I decided to take a step back decided to design my lessons around the needs of the focus learner. In lesson 1, we focused entirely on what key terms to look for to help him determine what operation to perform. This will also help in introducing him to GCF and LCM type problems. It will be in a more controlled situation without the anxiety of actually having to solve the problems. To help with scaffolding in the first lesson, some examples will be molded on the board, then we will practice some …show more content…
I will also go over some key terms to look for when determining whether to find the GCF and the LCM and the focus learner will write these down in his interactive notebook. The second lesson was built off of the knowledge the focus learner gained in lesson 1 and also previous knowledge of prime factorization and multiplication facts. He will be able to use the key terms he wrote down in lesson 1 and also his multiplication chart that he has in his interactive notebook from previous lessons. In the second lesson, the focus learner will find the GCF of two numbers. To help with scaffolding in the second lesson, I will go over the steps to finding the GCF of two numbers. I will then model some problems using the steps that I will go over and then the class will practice some problems together before moving to the independent practice. In the third and final lesson, the materials and supports are designed the exact same way as in the second lesson except the focus learner will be finding the LCM. As mentioned before, this lesson is built off of the first lesson. The focus learner will use the information gained from the previous lesson to help him in being

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