Just-in-Time Support

Autor/in	Rollins, Suzy Pepper
Titel	Just-in-Time Support
Quelle	In: Educational Leadership, 74 (2016) 2, S.52-56 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Concept Teaching; Scaffolding (Teaching Technique); Achievement Gap; Teaching Methods; Student Development; Knowledge Level; Basic Skills; Skill Development + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; Basic skill; Grundfertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Most students have gaps in their background knowledge and basic skills-gaps that can stand in the way of learning new concepts. For example, a student may be excited about studying probability--until he realizes that today's lesson on probability will require him to use fractions. As his brain searches frantically for his dim recollection of the rules for multiplying and dividing fractions, he feels defeated before he even begins. To help every student move forward and experience success, Suzy Pepper Rollins recommends that teachers anticipate possible gaps in knowledge and build scaffolds into each lesson to address these gaps. She describes a variety of tools to provide such support. For example, teachers can provide bookmarks that students can inconspicuously tuck into their textbooks and refer to as needed to remind them of grammar rules, verb conjugations, multiplication tables, integer rules, formulas, parts of a cell, vocabulary words, and so on. Or teachers can annotate some students' texts with helpful hints, such as word definitions or stars to indicate important paragraphs. Such scaffolding, writes Rollins, "provides an opportunity to lift students up to the next level by providing what they need to move ahead right now." (As Provided).
Anmerkungen	ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11