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  • Affective-Metacognitive-Analytic Scaffolding

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    bryanpete tabada
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    The diagram shows a teacher facilitating an experiment with students to help them learn a new concept. The teacher begins by creating a positive classroom environment and demonstrating the experiment clearly. Students then perform the experiment in pairs and answer questions. If students have the concept right, they reflect on their learning. If not, the teacher uses multiple methods to help students form the right concept. The teacher also engages disengaged students and helps address any misconceptions to help students create new knowledge.

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    The diagram shows a teacher facilitating an experiment with students to help them learn a new concept. The teacher begins by creating a positive classroom environment and demonstrating the experiment clearly. Students then perform the experiment in pairs and answer questions. If students have the concept right, they reflect on their learning. If not, the teacher uses multiple methods to help students form the right concept. The teacher also engages disengaged students and helps address any misconceptions to help students create new knowledge.

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    10 views1 page

    Affective-Metacognitive-Analytic Scaffolding

    Uploaded by

    bryanpete tabada
    The diagram shows a teacher facilitating an experiment with students to help them learn a new concept. The teacher begins by creating a positive classroom environment and demonstrating the experiment clearly. Students then perform the experiment in pairs and answer questions. If students have the concept right, they reflect on their learning. If not, the teacher uses multiple methods to help students form the right concept. The teacher also engages disengaged students and helps address any misconceptions to help students create new knowledge.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
    of 1

    Start

    Teacher creates a positive


    classroom environment

    Shows personal intrinsic


    motivation & motivates

    Introduces & demonstrates


    the experiment

    Yes Is the demonstration


    clear?

    Student performs the


    experiment in pair

    No Teacher facilitates in
    Student answers the concept formation
    experiment questions

    Uses multiple modes


    Student constructs Is the concept of representation
    concept right?

    Gives a board work

    Yes

    Calls a disengaged
    Student reflects on their learning student to answer

    Teacher scaffolds
    Student creates new knowledge misconception

    Figure 1. The Affective-Metacognitive-Analytic Scaffolding

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