Scaffolding suggests the teacher will:
a. clear up confusion or misconceptions and help students diagnose their mistakes and seek a different strategy when appropriate.
b. help students to understand what they will be doing, what they will have accomplished when they finish, and how their accomplishments will be evaluated.
c. provide whatever explicit explanation and modeling that students need to understand what to do, how to do it, and why its important.
d. provide students with opportunities to assess their performance, to correct and learn from their mistakes, and remind students how the activity fits into the big picture.
Question 2
A complete activity would ordinarily include which of the following stages?
a. introduction, connecting declarative knowledge with procedural knowledge, independent work, and grading
b. introduction, independent work, debriefing/reflection/assessment, and natural applications
c. introduction, concrete experiences, independent work, and debriefing/reflection/assessment
d. introduction, initial scaffolding, independent work, and debriefing/reflection/assessment
Illusionary picture of teacher’s head exploding
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An example of continuous variation: biology students organized according to height.