Literaturnachweis - Detailanzeige
| Autor/inn/en | Frey, Nancy; Fisher, Douglas |
|---|---|
| Titel | Identifying Instructional Moves during Guided Learning |
| Quelle | In: Reading Teacher, 64 (2010) 2, S.84-95 (12 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0034-0561 |
| DOI | 10.1598/RT.64.2.1 |
| Schlagwörter | Cues; Teacher Role; Student Responsibility; Scaffolding (Teaching Technique); Small Group Instruction; Teaching Methods; Attention; Models; Grade 5 |
| Abstract | This study examined teachers' actions during small-group guided instruction as they scaffolded students' understanding. The data suggest that expert teachers use a process that has four components: questions to check for understanding, prompts for cognitive and metacognitive work, cues to alter the learners' attention, and direct explanations. As part of a gradual release of responsibility framework, this system serves as the scaffolds that students need to successfully accomplish tasks alongside the teacher. (Contains 2 figures and 2 tables.) (As Provided). |
| Anmerkungen | International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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