GENERAL IMPLICATIONS FOR EDUCATION PRACTICES

Scaffolding - is a supportive strategy used by professionals or competent people to assist students of all ages in
performing and completing difficult activities, even if they cannot do so independently at the time or even if the tasks
are within their zone of proximal development.
- A guided series of step you will provide to support your student. It helps the students to understand new
concepts and acquire new skills. What’s that mean? Let’s say for example, building. Scaffold in buildings, it
is something that is build that is meant to be remove so the building can stand on its own. So in that same
way, a child education and their steps to learning something, we want to scaffold or support them as their
learning so when those supports are remove, they are able to stand on their own.
(B) Breaking down a large or complex activity into smaller, more manageable tasks.
- When you are faced with a big task, it helps if you break the task down into smaller, more manageable
parts. This will help you avoid stress and procrastination. People who procrastinate often comment that
when they wait until the last minute, they feel overwhelmed, and the task seems impossible. By setting
priorities and breaking the bigger project into smaller tasks, the work is more manageable and less
intimidating.
(D) Providing technology aids to make the task easier.
- Technological tools can foster students' abilities, revolutionize the way they work and think, and give them
new access to the world.
(F) Asking questions that get the students focus on the task.
-Asking questions is a key element in the learning process. Questioning helps students direct their learning
as they try to merge their prior knowledge and new information in their attempts to make sense of these
ideas.

Participation - and gradual entry into adult activities increase the probability that children will engage in behaviors and
thinking skills within their zone of proximal development. In such a situation, the children's involvement
should be mediated. supervised, and scaffolded by more competent adults.
(A) Modelling - The mentor performs the task at the same time thinking aloud or talking about the process while the
learner listens.
- This is the first stage of scaffolding. The teacher explains and shows the new concept. During the modeling
stage, teachers should show their final expectations. For example, if a teacher is assigning a science
project they can show several examples of projects, as well as the grading rubric. During the modeling
phase, teachers utilize ‘think aloud’ to show students how to think their way through what they are doing.
(C) Scaffolding - The mentor provides different forms of support for the learner, like simplifying the task, breaking a
task into smaller and more manageable
(E)Reflection - The mentor asks the learner to compare his performance with that of experts, or with a model of how the
task should be done.

Dynamic Assessment - often reveal more objective evaluation of children's cognitive capabilities, than general
assessments do. Dynamic assessment requires first the identification of tasks that children cannot do
independently, then provide in-depth instruction, and practice in developing cognitive behaviors along these tasks;
and finally determine the extent to which the learner benefited from the intervention.
- an evaluation method used to identify an individual's skills as well as their learning potential.

(B) Cooperative Learning - This is giving opportunity for students to work in small groups and help each other learn.
- Research shows that educational experiences that are active, social, contextual, engaging, and student-
owned lead to deeper learning. The benefits of collaborative learning include: Development of higher-
level thinking, oral communication, self-management, and leadership skills.