![]() Smit, Van Eerde and Bakker, (2013) Belland, (2014) suggested that scaffolding characteristics with responses related to learning are as follows: (1) presents an explanation (offering explanations), namely the explanations in the form of clear / explicit statements about what will be learned and also why, when, and how it is used, (2) involving student participation (inviting student participation), i.e. The research found the following categories of understanding: (1) mechanical understanding, namely remembering and applying something routinely or simple calculations, (2) inductive understanding, namely applying something in a simple case or similar case, (3) rational understanding, namely proving the truth of something, and (4) intuitive understanding, which is to predict the truth of something with certainty (without hesitation) before further analysis. Encourage learners to identify strategies or processes that are reliable and suitable for them.Provide feedback that explains learners failed or succeeded based on effort and strategy use-not bad or good luck.Use peer modeling to help students see the task is not too hard or too easy.Promote expectancy for success (Belland et al., 2013).Provide alternative explanations for negative emotions (frustration, self-confidence) for those struggling with completing task(s).Explain that failures are the natural part of learning and engage learners to reflect on their experiences and identify the reasons of failure and what could have been done differently.Allow learners to co-construct criteria for judgement of quality (Belland et al., 2013).Accommodating social goals by describing how consciousness of the shared goal can support learners achieve social responsibility goals.Demonstrate the potential connection between individual goals and group objectives to encourage shared goals.Encourage students to create shared goals that align with the main problem.Promote belongings (Belland et al., 2013).Encourage learners working in groups and ask learners to reflect on how working in groups help them achieve individual and group goals.Focus feedback on essential/ core parts or sections which are easily to be misunderstood of student work.Guide and encourage learners to create short-term goals to achieve.Promote mastery goals (Belland et al., 2013).Help students see the connection between their current assignments and future benefits or advantages of completing the tasks to foster perceived value of the task.Prompt learners to select an aspect of the problem that they are interested in exploring and investigating (Palmer, 2009).Establish task value (Belland et al., 2013).Providing alternative explanations or approaches to the problem at hand including worked examples or supplementary resources (Hannafin et al., 1999 Stavredes, 2011).Suggest alternative methods or procedures (Hannafin et al., 1999).Giving hints that deliberately obscure the whole solution, but give clues about a way forward (van de Pol et al., 2010). ![]() Use probing questions as clues when learners start on a topic (Hannafin et al., 1999).Modeling by experts (e.g., " this is how I would approach the problem") (Belland, 2014). ![]() Provide advice from experts (e.g., modeling the type of responses expected in discussion boards) (Belland, 2014). ![]() Finally, future research directions are outlined, including transfer of responsibility, the interaction between teacher scaffolding and computer-based scaffolding, and other scaffolding aspects. Current debates in the scaffolding literature are explored, including whether (a) scaffolding needs to be based on dynamic assessment and fading, and (b) domain-specific knowledge needs to be embedded in scaffolding. Trends, findings, and implications of current empirical research are presented and discussed. Then scaffolding strategies and examples are explored. In this chapter, scaffolding is defined and its theoretical backing is explored. The metaphor of scaffolding has been applied to instruction in contexts ranging from literacy education to science education, and among individuals ranging from infants to graduate students. Instructional scaffolding can be defined as support provided by a teacher/parent, peer, or a computer- or a paper-based tool that allows students to meaningfully participate in and gain skill at a task that they would be unable to complete unaided. ![]()
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