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Main Curriculum Tie:
Additional Resources Books
Background For Teachers:
Intended Learning Outcomes:
In the middle of the table there is a container with one-inch colored tiles. The tiles are red, blue, green, and yellow. Make a design using these tiles that you would like to share with the class. Make your design on the white mat on your table. You need to make your own unique design.
Beginning of the School Year
Raymond, E. (2000). Cognitive Characteristics. Learners with Mild Disabilities (169-201). Needham Heights, MA: Allyn & Bacon, A Pearson Education Company.
Scaffolding instruction as a teaching strategy originates from Lev Vygotskyís socio-cultural theory and his concept of the zone of proximal development (ZPD). The zone of proximal development is the distance between what children can do by themselves and the next level of learning that they can be helped to achieve with competent assistance. Vygotsky defined scaffolding instruction as the role of teachers and others in supporting the learnerís development and providing support structure to get to that next stage or level. According to Vygotsky, the external scaffolds provided by the educator can be removed because the learner has developed a more sophisticated cognitive system.
Chang,K., Chen,I., & Sung,Y. (2002). The effect of concept mapping to enhance text comprehension and summarization. The Journal of Experimental Education 71(1), 5-23.
The scaffolding teaching strategy provides individualized support based on the learnerís zone of proximal development. An important aspect of scaffolding is that the scaffolds are temporary. As the learnerís abilities increase, the scaffolding provided by the more knowledgeable other is progressively withdrawn. The learner is then able to complete the task or master the concepts independently.
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