Learning Clinical Interview Revision How Interview

If teachers fail to design connected scaffolds than the class will develop only limited capabilities. He explains that this can be done by choosing only those scaffolding tools which have similar structures, assignment objectives, and interactive styles (Tabak, 2004). Hence when considering the scaffolds for developing skills of weak students, I will make sure that the scaffolds are complementing not only the main learning objective but also one another.

References

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Cho, K. & Jonassen, DH (2002). The effects of argumentation scaffolds on argumentation and problem solving.Educational Technological Research and Development, 50(3), 5-22.

Hogan, K., & Pressley, M. (1997). Scaffolding student learning: Instructional approaches & issues. Cambridge, M.A.: Brookline Books, Inc.

Jones, P. (2002). New directions for library service to young adults. Chicago, IL: American Library Association.

Nussbaum, M. (2002). The process of becoming a participant in small-group critical discussions: A case study. Journal of Adolescent & Adult Literacy, 45, 488-498.

Puntambekar, S. & Kolodner, J.L. (2005). Toward implementing distributed scaffolding: Helping students learn science from design. Journal of Research in Science Teaching, 42(2), 185-217.

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Tabak, I. (2004). Synergy: A complement to emerging patterns of distributed scaffolding. The journal of.....