Scaffolding Flashcards
“_________ is not simply another word for help. It is a special kind of help that assists learners to move towards new skills, concepts or levels of understanding. _____________ is thus the temporary assistance by which the teacher helps a learner know how to do something, so that the learner will later be able to complete a similar task alone”
(Gibbons, 2002: 10)
scaffolding
“Scaffolding is not simply another word for help. It is a special kind of help that assists learners to move towards new skills, concepts or levels of understanding. Scaffolding is thus the ____________ by which the teacher helps a learner know how to do something, so that the learner will later be able to complete a similar task alone”
(Gibbons, 2002: 10)
temporary assistance
“Scaffolding is not simply another word for help. It is a special kind of help that assists learners to move towards new skills, concepts or levels of understanding. Scaffolding is thus the temporary assistance by which the teacher helps a learner _____________________, so that the learner will later be able to complete a similar task alone”
(Gibbons, 2002: 10)
know how to do something
“Scaffolding is not simply another word for help. It is a special kind of help that assists learners to move towards new skills, concepts or levels of understanding. Scaffolding is thus the temporary assistance by which the teacher helps a learner know how to do something, so that the learner will _______ be able to complete a similar task alone”
(Gibbons, 2002: 10)
later
“Scaffolding is not simply another word for help. It is a special kind of help that assists learners to move towards new skills, concepts or levels of understanding. Scaffolding is thus the temporary assistance by which the teacher helps a learner know how to do something, so that the learner will later __________________ alone”
(Gibbons, 2002: 10)
be able to complete a similar task
“Scaffolding is not simply another word for help. It is a special kind of help that assists learners to move towards new skills, concepts or levels of understanding. Scaffolding is thus the temporary assistance by which the teacher helps a learner know how to do something, so that the learner will later be able to complete a similar task __________”
(Gibbons, 2002: 10)
alone
“Scaffolding is not simply another word for help. It is a special kind of help that assists learners to move towards new skills, concepts or levels of understanding. Scaffolding is thus the temporary assistance by which the teacher helps a learner know how to do something, so that the learner ________________________”
(Gibbons, 2002: 10)
will later be able to complete a similar task alone
“_________ is placed around the outside of a new building to allow builders access to the emerging structure as it rises from the ground. Once the building is able to support itself, the builder removes the _________.”
- Jennifer Hammond
Scaffolding
Scaffolding is \_\_\_\_\_\_\_\_\_\_\_....it is future orientated. Consider the following scaffolding sequence: I do / you watch I do / you help You do / I help You do / I watch
temporary
Scaffolding is temporary....it is \_\_\_\_\_\_\_\_\_\_\_\_. Consider the following scaffolding sequence: I do / you watch I do / you help You do / I help You do / I watch
future orientated
The __________________ model or GRR model is a particular style of teaching which is a structured method of pedagogy framed around a process devolving responsibility within the learning process from the teacher to the eventual independence of the learner. This instructional model requires that the teacher, by design, transitions from assuming “all the responsibility for performing a task…to a situation in which the students assume all of the responsibility”.[1] The ideal result is a confident learner who accepts responsibility for their own learning and directs this learning through the cognitive processesinvolved, moving through the academic spectrum, to independent choice (personalised learning). As Buehl (2005) stated, the GRR model “emphasizes instruction that mentors students into becoming capable thinkers and learners when handling the tasks with which they have not yet developed expertise”.[
gradual release of responsibility
The gradual release of responsibility model or GRR model is a particular style of teaching which is a structured method of pedagogy framed around a process devolving responsibility within the learning process from the teacher to the eventual independence of the learner. This instructional model requires that the teacher, by design, transitions from assuming “______________ for performing a task…to a situation in which the students assume all of the responsibility”.[1] The ideal result is a confident learner who accepts responsibility for their own learning and directs this learning through the cognitive processesinvolved, moving through the academic spectrum, to independent choice (personalised learning). As Buehl (2005) stated, the GRR model “emphasizes instruction that mentors students into becoming capable thinkers and learners when handling the tasks with which they have not yet developed expertise”.[
all the responsibility
_____________ describe the knowledge, skill, understanding(s) and/or attitudes/values that are needed to develop an aspect of the curriculum. They are usually negotiated with students and expressed in a lesson or series of lessons, as both global and specific ‘chunks’ of learning. Learning intentions should be expressed in language that students understand and should support them in understanding what they are supposed to be learning and why.
Learning intentions
Learning intentions describe the knowledge, skill, understanding(s) and/or attitudes/values that _______________________. They are usually negotiated with students and expressed in a lesson or series of lessons, as both global and specific ‘chunks’ of learning. Learning intentions should be expressed in language that students understand and should support them in understanding what they are supposed to be learning and why.
are needed to develop an aspect of the curriculum
Learning intentions describe the knowledge, skill, understanding(s) and/or attitudes/values that are needed to develop an aspect of the curriculum. They are usually ________________ and expressed in a lesson or series of lessons, as both global and specific ‘chunks’ of learning. Learning intentions should be expressed in language that students understand and should support them in understanding what they are supposed to be learning and why.
negotiated with students
