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A study for scaffolding strategies in the project approach for kindergarten teacherTung, Su-chin 18 June 2010 (has links)
A study for scaffolding strategies in the project approach for kindergarten teacher
Abstract
The purpose of this research is an inquiry for kindergarten teachers¡¦ implement of project approach and types of scaffolding strategies. This study used qualitative research methods, with an implementation project approach for early childhood teacher. Through the way of participation in observation, collect project approach interaction and dialogue, and analysis of inductive teaching scaffolding strategies types. In addition, analysis of interviews with the teacher implementation project approach, while collecting important files, classes for data of triangular detection.
The conclusions of this study provided as follows: First, preschool teachers in the implementation of a project approach, in the course of their choice of topic is consistent with the child's interest. Chard (1998), proposed five features to review teachers implementation topics course of history, their schema definition, and structural characteristics, helping children's physical and mental development. Project approach teachers in topic scenarios enhance early childhood learning and improve mental development. Second, demonstrate seven types of scaffolding strategies, including language-scaffold being most often introduced. Teachers used scaffold strategy to assist in the construction of knowledge, or to construct preschool curriculum orientation. Third, teachers with scaffold strategies, certainly help young children learning. The effectiveness of teacher practical knowledge and capacity enhancement, cognitive schema provides a learning environment. The attitude of parents is another factor of obstacles. Finally, prevalent in present, manpower shortage problem led to the heavy workload for the teachers in the kindergartens. Eventually, it is worth concerning the teaching time was deprived and the teaching quality and effectiveness was affected as well.
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Scaffolding and Differentiating Methods for Including Low-Proficiency Learners in English as a Foreign Language in Grades 4–6.Kumar, Reena January 2023 (has links)
The aim of this study is to investigate the inclusion of low-proficiency students in grades 4-6 in EFL classrooms in Sweden. The low-proficiency students are identified as new arrivals who are still in the process of mastering the Swedish language and Swedish speakers who have a negative attitude and low motivation towards the learning of English language. The methods used to collect data were interviews and classroom observations of four certified English teachers in grades 4-6. The findings of this study showed that the teachers supported the inclusion of low-proficiency students through differentiated methods and scaffolding. The results revealed that a lack of common language is an obstacle in the inclusion of new arrivals in the EFL classrooms.
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Tanke, känsla och handling : Stöttande strategier i den planerade matematikundervisningen i förskolan - en jämförande studie om barns lärande, utifrån tre olika arbetssätt / Thinking, Feeling and Acting : Scaffolding strategies in planned teaching of Mathematics in preschool - a comparative study on children´s learning using three different work proceduresLages, Rebecca, Lindroth, Hanna January 2019 (has links)
Denna studies syfte är att undersöka om, och i så fall vilka, stöttande strategier som framträder i den planerade matematikundervisningen i förskolan. Det är en jämförande studie mellan det pedagogiska arbetssättet learning study och de pedagogiska arbetssätt som används enligt Maria Montessoris idéer, samt i förskolorna i Reggio Emilia i Italien. Genom platsbaserade observationer på tre olika förskolor, belägna i norra Stockholmsområdet, har material samlats in med hjälp av anteckningar och ljudinspelningar. Det insamlade materialet ligger till grund för en analys ur teorin om relationella utvecklingssystem, med fokus på stöttande strategier inom ramen för denna teori. Studiens resultat indikerar att alla stöttande strategier framträder inom alla tre arbetssätt, fast i varierande mängd. Social stöttning framträder mest inom learning study, ekologisk stöttning är mer framträdande inom montessoriverksamheten och självstöttning är mest framträdande för arbetssättet enligt Reggio Emilia-pedagogiken. Slutsatser av denna studie är att stöttande strategier inom ramen för teorin om relationella utvecklingssystem, ger en mer helhetlig bild av de stöttande strategier som framträder under den planerade matematikundervisningen i förskolan, jämfört med vad den mer traditionella uppfattningen om stöttat lärande kan erbjuda. Därför bör dessa stöttande strategier läras ut till förskollärare och verksamma inom förskolan så att barn inom förskolans verksamhet kan få den bästa möjliga undervisningen.
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