life failed target 'zone proximal development' scaffold learning, resulted person confused / frustrated. While normal heard term, reflect back 'lessons' friends, family work colleagues understand a complete success. ID
Assessment 2,-Week 2 Journal Entry
Discuss an instance in your everyday life where you may have failed to target one's 'zone of proximal development' to scaffold learning, which may have resulted in the person becoming confused and/or frustrated. While it is quite normal to have never heard of the term before, you may now be able to reflect back on one of the many 'lessons' you have given to friends, family or work colleagues and understand why it wasn't a complete success.
The 'zone of proximal development' is what a learner can do without assistance from an outside authority. According to the learning theory of 'scaffolding,' an effective instructor builds upon the existing knowledge of the student to give the student confidence and…...
A main goal of both scaffolding and the multiple intelligence curricula is to improve self-esteem that goes hand-in-hand with low achievement. Similarly, the diversity and respect for differences emphasis, is meant to make low achieving students (for whatever reason) less intimidated by others in the classroom. They need to see that they are being respected in the same fashion as anyone else.
egardless of the students and their achievement levels, they need to be motivated to learn. Teachers need to develop high-achieving learning environments for all students, where the most advanced curriculum and instruction techniques support learning and can be achieved in a scaffolding fashion. In high-achieving learning environments, teachers encourage students to think out of the box and participate in problem solving and the exploration of new ideas and issues, which are based on the variety of student intelligences, culture, experiences, and knowledge. Low-achieving students, especially require environments that…...
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References
Bloom, B. (1971). Mastery learning. New York: Holt, Rinehart, & Winston.
Bransford, J., Brown, a., & Cocking, R. (2000). How People Learn: Brain, Mind, and Experience & School. Washington, DC: National Academy Press.
Olson, J. And Platt, J. (2000). The Instructional Cycle. Teaching Children and Adolescents with Special Needs. Upper Saddle River, NJ: Prentice-Hall, Inc.
As the article states, "Observations indicated that Harry's print motivation during the parent-child interactions with environmental print and joint-writing activities was high" (p. 317).
This high enthusiasm and ability are assumed to be in direct relation to the scaffolding techniques employed by the mother throughout Harry's early development. Therefore the researchers achieved their goal of providing parents with techniques that they can use to enhance their child's emergent literacy in the home, without great expense. This is supposed to help the child be better prepared for entering the first grade and make the task of teaching him to read and write much easier once he is in school. This is of course only a single-subject case study and although it occurred over a long period of time with very meticulous note taking on the part of the mother, as the authors admit, more research is needed on a larger population…...
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References
Neumann, M.M., Hood, M. & Neumann, D.L. (2009) the scaffolding of emergent literacy skills in the home environment: A case study. Early Childhood Education Journal, 36, 313-319.
If teachers fail to design connected scaffolds than the class will develop only limited capabilities. He explains that this can be done by choosing only those scaffolding tools which have similar structures, assignment objectives, and interactive styles (Tabak, 2004). Hence when considering the scaffolds for developing skills of weak students, I will make sure that the scaffolds are complementing not only the main learning objective but also one another.
Bilal, D. (2002). Perspectives on children's navigation of the World Wide Web: Does the type of search task make a difference? Online Information eview, 26(2), 108-127.
Cho, K. & Jonassen, DH (2002). The effects of argumentation scaffolds on argumentation and problem solving. Educational Technological esearch and Development, 50(3), 5-22.
Hogan, K., & Pressley, M. (1997). Scaffolding student learning: Instructional approaches & issues. Cambridge, M.A.: Brookline Books, Inc.
Jones, P. (2002). New directions for library service…...
Bilal, D. (2002). Perspectives on children's navigation of the World Wide Web: Does the type of search task make a difference? Online Information Review, 26(2), 108-127.
Cho, K. & Jonassen, DH (2002). The effects of argumentation scaffolds on argumentation and problem solving. Educational Technological Research and Development, 50(3), 5-22.
Hogan, K., & Pressley, M. (1997). Scaffolding student learning: Instructional approaches & issues. Cambridge, M.A.: Brookline Books, Inc.
Next, the teacher, through questioning and eliminating, reduces the categories and establishes consensus on the order of information expected to be found. She also gets the students to consider the search terms that might get results. Once this in done a scaffold is constructed using the established order.
Still, in a group setting, students use personal semantic maps and begin to learn to create a collective scaffold of meaning in a way that is meaningful to their cognitive processes -- they learn how to learn, and how to communicate that learning in a classroom environment to the teacher and to their peers. (Grid of Constructs about Learning, 2004)
The teacher then takes the students to the computer room where they search the net for information that pertains to their particular category. They add the additional information that they have found their section of the scaffold.
This adds technical reinforcement and research capabilities to…...
Scaffolding." (2004) Accessed on October 5, 2004 at www.uws.edu.au%2Fdownload.php%3Ffile_id%3D6974%26filename%3DA4611G__Spring_2000.University of Western Sydney, Macarthur "Erica Model -- Whole Language Strategies." (2004) Accessed on October 5, 2004 at http://www.uws.edu.au/download.php?file_id=6974&filename=A4611G__Spring_2000.pdf&mimetype=application/pdfhttp://www.ncrel.org/sdrs/areas/issues/students/learning/lr1scaf.htm
.." And is a concept which has as its basis that "at the beginning of learning, students needs a great deal of support" and over time the support is removed in a gradual manner as the student become prepared to be more independent. Modeling is the process of assisting the students in the construction of meaning and assisting them in learning the necessary strategies and skills in the learning process and in meaning making with what has been learned. Cooperative learning is a strategy for instruction that has been found to be especially effective in literacy instruction and the students "learn to read, write, and think by having meaningful engagements with more experienced individuals." (Wells, 1990; as cited in Useful Instructional Strategies for Literature-Based Instruction, 1997) the Greece School District website 'eading Strategies: Scaffolding Student's Interactions with Texts' document provides information concerning reading strategies that may be used along with…...
The audience's pride in hearing such a powerful and refreshing composition was apparent. Mr. Smith's talent is undeniable and the audience could tell.
The next two pieces were from "Symphonie Fantastique" by Berlioz. The first of the two was the appropriately titled "March to Scaffold." The movement began with a wonderful crescendo. It then began to give way to a march, but with a somewhat non-traditional mixture of different instruments. Soon after, the march became powerfully led by the strong brass instruments. The building and climax were powerful enough to captivate the entire audience. The next movement, "Witches Sabbath," was an extraordinary piece that was unexpected by much of the audience. The beginning of the songs sounded eerie and almost bizarre. After almost evil sounding music continued, the sounds of bells were heard as the music began to slow. It was a sound that is uncommon in other works and…...
Construction design for safety in the construction industry encourages designers, contractors, project managers, site managers and engineers to design a safe construction site that, hopefully, reduces the risk and number of injuries and fatalities during the construction phase of a project. This study would focus on the different approaches used by the construction industry to ensure on-the-job safety and if there is one approach that is more efficient and effective than another.
The Construction industry represents one of the most dangerous workplace industries; with a high number of yearly deaths and injuries when compared to other industries. The construction industry has a very poor record on health and safety in Britain, and construction sites are known as very dangerous places to work. Every year roughly 70 -- 80 individuals die on construction sites and thousands of construction workers are injured.
The highest number of fatalities results from falls from scaffolds or roofs.…...
HSMS Gap Analysis and Hazard Identification Risk Assessments
Description of APM Terminals
Legal Environment
Review of the Health and Safety Management System
Description
Gap Analysis
Hazard Identification
Physical Hazards
Health and Welfare Hazards
Risk Assessment
Physical Hazard -- Working at Height - Scaffolding
Health & Welfare Hazard -- Noise
Action Plans
Action Plan 1 - Management System
Action Plan 2 -- Hazards and Risks
Barbour Checklist: BS OHSAS 18001 Audit Checklist
Occupational health and safety management has numerous benefits for business, not only an employer's duty of care, a legal and moral obligation but also critical part of business equal in importance to other business functions like finance, marketing and production. When health and safety is embedded as part of business, results would be, good company image and reputation, better employee motivation and morale, improved efficiency and ultimately increased profitability.
The implementation of a sound health, safety and environment (HSE) management system provide an effective framework to minimize or prevent accidents and ill health.
How long this process takes and whether it will prevent the loss of seeded cells probably depends to a significant extent on the surrounding tissue and therefore represents another unknown.
HIF-1? And VEGF are also involved in osteogenesis, so the influence of these growth factors on the differentiation choices being made by the seeded stem cells is unknown (Polzer 7). The impact of prolonged hypoxic conditions on the seeded cells is another. Although Polzer and colleagues examined the timing of cell seeding relative to prevascularization, they discovered that the artificial scaffold rapidly filled with connective tissue. This process effectively clogged the matrix and prevented efficient seeding.
By comparison, researchers conducting spinal cord injury research into the efficacy of regenerative medicine techniques have been producing promising results (Sykova et al. 1113-1114). Hydrogels seeded with mesenchymal stem cells or bone marrow stem cells have produced positive results in both animal models and in…...
Polzer, Hans et al. "Comparison of Different Strategies for in Vivo Seeding of Prevascularized Scaffolds." Tissue Engineering: Part C, published online May 21 ahead of print. Online.
Sykova, Eva et al. "Bone Marrow Stem Cells and Polymer Hydrogels -- Two Strategies for Spinal Cord Injury Repair." Cellular and Molecular Neurobiology 26.7-8 (2006): 1113-1129.
Overall, the classes were uneven in their approach. In part of the class, they were very traditional and used lecture style. In other parts of the class, they freely allowed participation among students. For example, one teacher, despite the fact that he is more disciplined with the students, uses comparisons when explaining the concepts and refers to book when giving examples on the board. The class is quiet during a short lecture. Afterwards, the notes are left on the board and the students are asked to take notes. A special student lays head on desk and asks no questions and takes no notes. However, the teacher does the first part of the homework together with the students, which is a quasi-Vygotsky approach. He does ask the students in this class more questions individually than the other class and helps this class a lot more on homework, which is also a…...
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References:
Bransford, John, Brown, Ann, and Cocking, Rodney (Eds). Brain, Mind, Experience and School. Washington, DC: National Academy Press, 1999.
Chang, Kuo-En, Sung, Yao-Ting and Chen, Ine-Dai the effect of concept mapping to enhance text comprehension and summarization. The Journal of Experimental Education (2002). 71.1, 5-23.
Hartman, H. Scaffolding & Cooperative Learning. Human Learning and Instruction (pp. 23-69). New York: City College of City University of New York, 2002.
McKenzie, Jamie. Scaffolding for Success. Beyond Technology, Questioning, Research and the Information Literate School Community. Bloomington, in: Indiana University Press, 2000.
Parenting is a challenging occupation. Indeed, how a parent raises his or her child is the cumulative result of the mental and emotional character of the parent, the background of the parent, the financial circumstances of the parent, how the parent was raised as a child, and also the emotional character of the child or the actions of the child. Consider a situation where the parent indulges in corporal punishment. As an action agent, the parent firmly believes that this punishment is of a corrective nature, meant to discipline the child. For the child receiving this punishment, certainly it is momentarily painful. The child might resent the punishment; alternatively, the child might recognize that the punishment is in response to instances of mischief.
The spectator might as the moral purveyor of this scenario might see this as a virtue or a vice. The spectator might believe that the corporal punishment…...
Trace the development (or lack) of one of the major characters in the story, from beginning to end.
From the opening of The Scarlet Letter, when Hester Prynne stands alone on a scaffold, condemned by the Salem community, until the end when she stands with Arthur and Pearl on that same scaffold, Hester is a remarkably strong character. Unlike Arthur Dimmesdale, her partner in sin, who appears strong initially but weakens throughout the story, Hester grows even stronger as the story progresses. Hawthorne's early descriptions of Hester are of her physical beauty: she is . . . tall, with a figure of perfect elegance," with "dark and abundant hair, so glossy that it threw off the sunshine . . ." (Hawthorne, 1334). ithin Hester's proud, haughty bearing when we are first see her, we also glimpse traces of her rebellion and impetuousness (some of which become evident in Pearl), which, as…...
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Works Cited
Hawthorne, Nathaniel. The Scarlet Letter. The Heath Anthology of American Literature. Ed.
P. Lauter. Vol. 2. New York: Houghton, 2002. 2235-2386.
Hawthorne, Nathaniel. The Scarlet Letter. The Norton Anthology American Literature. Eds. N.
Baym et al., 5th ed. Vol. 1. New York: Norton, 1998. 1306-1447.
Dr. Frank Pajares, writing in Reading and riting Quarterly (Pajares 2003), points out that in his view of Bandura's social learning theory, individuals are believed to possess "self-beliefs that enable them to exercise a measure of control over their thoughts, feelings, and actions."
As has been mentioned earlier in this paper, but put a slightly different way by Pajares ("Self-Efficacy Beliefs, Motivation, and Achievement in riting: A Review of the Literature") based on Bandura, behaviorists can better predict what individuals are capable of based on "their beliefs about their capabilities" than by what they are actually capable of accomplishing.
This aspect of self-efficacy carries over into a student's writing abilities; and a writer with a "strong sense of confidence" may excel while writing an essay because there will be less apprehension over the quality of what the writer is trying to express. The writer may have some doubts about whether the essay…...
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Works Cited
Brandon, Thomas H.; Herzog, Thaddeus a.; Irvin, Jennifer E.; & Gwaltney, Chad J. (2004).
Cognitive and social learning models of drug dependence; implications for the assessment of Tobacco dependence in adolescents. Addiction, 99(1), 51-77.
Understanding Scaffolding in eadingExploring Scaffolding in the Context of eadingVarious individuals can offer scaffolding in reading, including teachers, parents, or even more experienced peers. Although teachers often plan and provide this instructional support (Salem, 2017), it is not limited to them. Effective scaffolding enhances learning, creates a nurturing environment, and promotes student autonomy.Scaffolding Strategy: Aiding Student LearningThe scaffolding strategy involves temporary student support tailored to their individual skill acquisition needs (Salem, 2017). This support is not indefinite; it ceases as students gain the ability to perform once-challenging tasks. Feedback and comments from teachers inspire students to take charge of their learning journey, fostering independence from constant guidance.Scaffolding as a Transitional ToolScaffolding serves as a symbolic bridge, enabling learners to transition safely across challenging terrain in their educational journey; it is a means, not an end. Moreover, scaffolding offers students opportunities to learn problem-solving, task execution, and information transformation rather than…...
Scaffold learning provides answers with proper spacing and formatting in order to enhance readability and comprehension. By structuring the answer with appropriate spacing and formatting, the information is presented in a clear and organized manner, making it easier for the learner to understand and follow along.
Proper spacing allows for visual separation between different parts of the answer, such as headings, subheadings, or bullet points. This visual separation helps to highlight key points and facilitates the skimming or scanning of the information.
Formatting, such as using bold or italicized text, numbering or bullet points, and indents, can further emphasize important information or....
Scaffolding, in the context of education, refers to the support and guidance provided to students as they learn new concepts or skills. It is a teaching method that helps students gradually develop their understanding and ability in a subject.
One way scaffolding can provide answers with proper spacing and format is by breaking down complex tasks or problems into smaller, more manageable steps. This allows students to focus on one aspect at a time and ensures they have a clear understanding of each step before moving on to the next. By providing clear instructions and step-by-step guidance, scaffolding helps students organize....
Each of these principles will have a significant impact on the way I teach. Here's a breakdown of how each principle will influence my teaching approach:
1. Prior knowledge: Before introducing new concepts, I will assess students' prior knowledge to identify any gaps or misconceptions. This will enable me to provide targeted instruction, building upon their existing understanding and connecting new information to what they already know.
2. Active learning: I will incorporate various interactive activities, such as group discussions, problem-solving tasks, and hands-on experiments. By actively engaging students in their learning process, they will have the opportunity to apply their knowledge....
1. Analyzing the use of figurative language in WIDA language assessments 2. Exploring the role of syntax and sentence structure in WIDA writing prompts 3. Investigating the inclusion of literary devices in WIDA reading passages 4. Discussing the importance of vocabulary acquisition in WIDA language development 5. Examining the integration of cultural elements in WIDA language arts tasks 6. Evaluating the effectiveness of incorporating multimedia resources in WIDA language assessments 7. Comparing the language skills developed through WIDA assessments with traditional language arts instruction 8. Exploring the connection between WIDA language proficiency levels and academic achievement in language arts 9. Investigating the impact of language arts instruction on....
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