One of the aspects of instructional scaffolding is ownership which values the students own interpretations and requires them to argue for what they are saying.
How does this aspect impact the teachers choices and decisions?
It means that the teacher does not give his/her interpretation, but encourages the students to think for themselves.
What would an example be. Because on my handout it says provide an example of how this aspect impacts the teachers choices and decisions.
why do you think the handout is correct when it states that it may impact the teachers choices?
Your answer: Well, it lets the teacher evaluate what the student knows, and how he is thinking.
Teacher: Ok, but how does that affect the teachers choices?
Your answer: The teacher can ask followon questions, sometimes leading, to clarify the students analysis.
Teacher: What does the teacher then decide?
Your answer: The teacher can then direct the questioning to analyze the issues the student overlooked, perhaps providing some alternative viewpoints.
Teacher: I agree with that. But do you think it is an efficient use of time?
Your answer: Well, if the student doesn't get it, or has a shallow analysis, what good is the time spent getting that far?
Teacher: But we have 30 students in the class? How do we manage this process.
Your answer: you get the thinking of the entire class involved, alternate followon questions to differnt students, get students to work on prior other students thinking.
Teacher: So you see, it does deepen thinking, and the teacher has choices to go with. well, Time is up for today.
The aspect of ownership in instructional scaffolding requires teachers to make certain choices and decisions. Here's how it impacts the teachers:
1. Designing tasks: Teachers need to design tasks that allow students to express their own interpretations and arguments. This involves creating open-ended questions or prompts that promote critical thinking and encourage students to formulate their own ideas.
2. Providing resources: Teachers must ensure that students have access to appropriate resources and materials to support their arguments. This could include books, articles, websites, or other relevant sources of information.
3. Offering guidance: While promoting ownership, teachers still have a role in guiding students. They need to provide instructions and suggestions on how to effectively present their arguments and support them with evidence. This guidance should be aimed at helping students develop their skills of critical thinking and argumentation.
4. Facilitating discussions: Teachers should encourage classroom discussions where students can share and debate their interpretations. By promoting active participation and respectful dialogue, teachers create an environment that fosters ownership and prompts students to defend their viewpoints.
5. Providing feedback: Teachers play a crucial role in providing timely feedback to students. By offering constructive criticism and guiding students towards deeper understanding, teachers help students refine their arguments and enhance their ownership.
In summary, the aspect of ownership in instructional scaffolding impacts teachers' choices and decisions by influencing the design of tasks, the provision of resources, the offering of guidance, the facilitation of discussions, and the provision of feedback to students.