Search results
Results From The WOW.Com Content Network
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning , which tends to facilitate more efficient learning than teacher-centered learning.
This term 'scaffolding' is a useful metaphor that is used to symbolise the process of supporting a learner in the early stages of the learning process – as the walls get higher – until there is sufficient evidence of knowledge and skills having been acquired, to then be able to remove that scaffolding so the learner is able to 'stand alone ...
An instructional theory is "a theory that offers explicit guidance on how to better help people learn and develop." [1] It provides insights about what is likely to happen and why with respect to different kinds of teaching and learning activities while helping indicate approaches for their evaluation. [2]
"Scaffolding [is] the way the adult guides the child's learning via focused questions and positive interactions." [17] This concept has been further developed by Mercedes Chaves Jaime, Ann Brown, among others. Several instructional programs were developed based on this interpretation of the ZPD, including reciprocal teaching and dynamic ...
Distributed scaffolding is a concept developed by Puntambekar and Kolodner in 1998 [1] that describes an ongoing system of student support through multiple tools, activities, technologies and environments that increase student learning and performance.
Barak Victor Rosenshine (August 13, 1930 – May 22, 2017) was an educational researcher and professor of educational psychology, who developed a set of teaching principles known as "Rosenshine's Principles of Instruction." These principles provided a bridge between educational research and classroom practice and are widely used in education ...
The ideas on the zone of development were later developed in a number of psychological and educational theories and practices. Most notably, they were developed under the banner of dynamic assessment that focuses on the testing of learning and developmental potential [8] [9] [10] (for instance, in the work of H. Carl Haywood and Reuven Feuerstein).
The label of discovery learning can cover a variety of instructional techniques. According to a meta-analytic review conducted by Alfieri, Brooks, Aldrich, and Tenenbaum (2011), [ 3 ] a discovery learning task can range from implicit pattern detection, to the elicitation of explanations and working through manuals to conducting simulations.