Scaffolding Analysis Paper

The purpose of this paper is to explain the rationale regarding instruction and decision making, analysis of student learning, and reflection of personal performance within the literacy assessment and instruction analysis project. The project entails five lessons administered to a student to provide help with writing, and ultimately, to help the child improve in his or her writing skills. This document includes background information, goals, assessment results, instructional plans, and a personal reflection piece. This project aims to provide best practices and explicit instruction to a student in the subject of writing, ultimately hoping to bring the child to a higher writing level by

implementation occurs. As noted in this course, I observed that "readiness" is a common thread. Interest and learning styles, as well as, adjusting content, process and product are also important, but without knowing if a student is ready for the next challenge, all learning and teaching could potentially be lost.

Paper 1. In-class work on Writing Improvement Log exercise, based on timed writing, last 30 minutes of class.

The data collection will be based upon an observation process about the students reading and writing skills in a qualitative method. Teachers should observe students reading and writing assignments to ensure that students are learning proficient skills. The purpose of my literacy project is to motivate students and help them engage in reading and writing projects. The kinds of activities that students will engage in are:

Shanker in his book introduced readers to the idea of self-regulation, its connection to stress, and how it is different from self-control. “In Self-Reg we pause to ask ‘why am I seeing this behavior?’ and ‘why now?’ before we react” (Shanker, 2016). Thus, the main theme of Shanker’s book is to grasp a better understanding on one’s own self-regulation and the ability to practice and develop self-regulation skills towards success in the process of learning. Therefore, The main problem that Shanker is addressing is to develop a new concept into looking at self-regulation not as a skill that needs to be tamed, but as a powerful method for improving self-regulation by reframing ‘misbehavior’ in terms of the stress that might be causing

In the Precision Teaching video (Knatim, 2010) a student presented their writing to a teacher in a secretarial conference. The purpose was for the writer to seek assistance in developing future learning goals by identifying strategies to improve grammar, spelling and punctuation. The secretarial role of the teacher was focused on spelling and punctuation to identify and assess the students understanding and application of known writing strategies. There was a clear focus of providing explicit, direct and positive feedback that empowered the student with a sense of achievement by continuously reinforcing their writing strengths and identifying future learning goals. The role of the student was to identify progress they had made since the last writing conference and to identify their current and future writing needs.

In the writing process one of the stage is conferring. This is describe as a conference that is a one-on-one strategy that takes place between the student and the teacher. Conferring with my students is one of the best opportunity for me as a teacher and my student have direct and immediate feedback of the skills that are involved in their writing. When conferring with my students I can really give each child personalized feedback to improve their writing as well discussing what they have learned. In addition, I show them the writing process and what good quality writing looks like. During the conference the main focuses of the conference is teaching my students the writing process. “Conferencing lies at the heart of effective writing instruction because writing, unlike any other subjects, do not have a correct answer.” (Klein, 2011) “An example of writing is like playing a sport because you have to put a variety of skills together to hit the target.” (Klein, 2011) In this example, I am like the coach by helping my students hone in on their purpose of writing.

Vygotsky’s concepts of zone of proximal development and the more knowledgeable other person has led to the idea of scaffolding. Scaffolding, which encompasses both ZPD and MKO, is seen in almost all classrooms in today’s society. Scaffolding is a temporary support mechanism that aids students when they need it and then relinquishes control when the assistance is no longer needed. According to Lipscomb, Swanson and West (2004), scaffolding is used in classrooms by the “development of instructional plans to lead the students from what they already know to a deep understanding of new material,” and “execution of the plans, wherein the instructor provides support to the students at every step of the learning process.” Scaffolding encompasses the role of the teacher. The teacher acts as the most knowledgeable other to the student and then assesses the current knowledge of the students. The teacher decides which knowledge level the students should be performing at, and that gap between current knowledge and abilities and their potential is the zone of proximal development. In order for

Through defining self-efficacy it involve a person’s judgment about being able to complete particular task on their own and informs the belief of a student’s idea in saying “I can” or “I cannot” (net). There is always a confusion in between the two terms of self-esteem and self-efficacy, the differences between these two is when self-esteem is how an individual feel about their worth or value and self-efficacy is the confidence of an individual’s performance within specific class activities (net). In order to understand if a student has a low sense of self-efficacy towards class activities is determined through their avoidance of their interaction towards an assigned task, whereas with high self-efficacy students they are more likely to engage

Due to this particular research on the development of self-regulation in children many studies have investigated the possible effects of metacognitive and self-regulation strategies on academia. For example, Labuhn et al., (2010) reported that students that received SRL assistance and guidance were more likely to exhibit higher levels of self-efficacy towards their academic ability resulting in improved performance within the classroom. It was also concluded that self-regulated learners performed at a higher standard in comparison to students that did not receive SRL guidance (Labuhn et al., 2010). Additionally Researchers, Graham & Harris (2000) and Kistner et al. (2010) found that SRL results in improved performance within a learning environment and can also limit academic deficiency in many students. Self-regulated learning strategies and interventions must be aided by metacognitive reflection and feedback from teachers and at times from peers through group tasks etc. (Dignath and Büttner, 2008). Although there are countless studies investigating metacognition and self-regulation strategies, those that address individuals with behavioural disorders are scarce, especially in regards to children. The reasoning for this is not only due to the numerous challenges regarding the formulation of self-regulatory abilities in children (Harris & Schmidt, 1997), but also due to the significant problems with attention, inhibition and impulsivity that children with ADHD exhibit which makes formulation of self-regulatory an incredibly difficult task. This study therefore aims to provide further information and understanding on the

The participants include two classes those are 4th grade (Block A) and 6th grade (Block B) of an elementary school in Netherland. Both classes were asked to write a narrative text. Therefore, block A participants were evaluated in all critical component skills and written narrative skills, while block B participants measured with narrative skills only. In addition, the researchers used several critical component skill procedures to assess students’ progress in narrative writing. First, the written narrative including text length, syntactic complexity and story contents, researchers were providing 15 following pictures before the student starts to write and they gave limitless times to students to write a narrative text (Cragg & Nation, 2006). Second, Transcription skills, however, is to assess

Much research has shown the necessity for students to learn the behaviors that make up self-regulation to learn successfully and be most effective in their personal and professional lives. Self-regulation refers to one’s ability to monitor their own behaviors, assess those behaviors based on their own standards, and provide punishments and reinforcements for those behaviors accordingly. In the experience of these authors, students increasingly enter classes lacking essential behaviors necessary for self-regulation and effective learning. Instructors must first understand self-regulation and how it affects the learning process, as well as provide students the necessary tools to achieve self-regulation; however, these authors believe the path to self-regulation begins from the first moment of contact with students. A classroom environment in which students feel comfortable, clearly understand expectations and receive timely responses allows students to gain confidence and trust the instructor. This type of environment sets the tone for the instructor then to share, model and shape strategies in students leading to self-regulation.

We know that the leaner cannot complete the task independently but has enough knowledge to master the problem with the help from a mathematics teacher. The learner is in the zone of proximal development and will be able to benefit from the scaffolding, in the form of explaining, demonstrating and guiding by the teacher. While doing this, teachers look for discrepancies between student’s effort and the solution they come up with. They are looking to control the frustration and risk that the student encounters. Also they model an idealised version of the act of learning so the learner can use it to help them solve their educational problems (Hausfather, 1996). The key to getting students to help themselves learn independently is not to make the students reinvent information or rediscover it themselves. The teacher must make the information available for the learner to examine and work out their own ideas and solutions whilst allowing them to be open to advice from people who are more informed on the subject. So although scaffolding is an extremely helpful tool for teachers to use in their teaching and their student’s learning, they must make sure that the child is educated in the right approach so as not to deter the child from making advances on their own educational capabilities.

organ (Leon et al. 2008). Considering these factors, alternative therapeutic approaches to restoring laryngeal function involving tissue engineering, biological and synthetic laryngeal scaffolds have been of much interest in recent times (Lott 2014). Although laryngeal allotransplantations are able to relatively quickly restore some degree of function not obtainable via artificial systems, for now, they do not present as a viable outcome for restoring function until issues associated with immunogenicity are solved.

Writing is one of the four basic skills to be taught for the students. It is a way for students to express their idea and opinion. The important of writing can be seen in daily activities when they need to write short texts such as memos, invitation letters, sympathy notes, brochure, article, business letters, applications letter and many others. Through writing students can transfer their experiences and knowledge to others. So, they should be able to produce sentences and develop it into paragraphs and essays. It is active thinking process of the students to plan, arrange and express idea in order the text could be understood by the readers. A good writing helps avoid misunderstanding between the writer’s idea and the reader’s opinion.