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Effective Practices in Explicit Instruction and Scaffolding for Optimal Learning Outcomes

This guide outlines effective teaching practices focused on explicit instruction, systematic feedback, and strategy development. It emphasizes breaking down information into manageable steps, checking for understanding at every phase, and providing corrective instruction in small groups. Techniques like scaffolding, visualization, and questioning enhance cognitive development. Frequent and timely feedback is highlighted as a crucial motivator for learning. Various strategies, including expert jigsaw and reciprocal teaching, are presented to engage all students and support their learning journey.

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Effective Practices in Explicit Instruction and Scaffolding for Optimal Learning Outcomes

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  1. Effective Practices • Explicit instruction - systematic method for presenting information in small steps, checking understanding –prior, during, after, guided practice, feedback • Corrective instruction - direct instruction with individuals/small groups. Explicit performance expectations, systematic prompting, monitoring achievement, reinforcement, corrective feedback • Strategy instruction - aims to develop higher –order cognitive/meta cognitive skills

  2. Strategies for Understanding • Show me • Tell me in another way • Draw it • Summarise • Key words – Dictogloss • Brainstorm • Retell/recount • Countdown • Questioning – fat/skinny questions

  3. Wait Time • If children are slower in answering questions or providing information consider giving extra “wait” or “thinking time” • Before supplying a word when listening to reading count quietly/slowly to five • When listening to a child speak/give information count slowly to three before responding, this allows for any further comments/statements to be added

  4. Praise, Prompt, Leave • Praise ‘on task’ behavior by describing specifically what the student has done correctly so far • Prompt by telling the student what is to be done. • Leave the student to work independently

  5. Scaffolds • Scaffold, or support structures, is provided by the teacher to help students bridge the gap between current abilities and the goal. • Are often reused when the student encounters new/difficult learning. e.g.- simplified problems, modelling of the procedures by the teacher, thinking aloud etc.

  6. Strategy Instruction • Talking out aloud • Using visual cues • Visualization • Journal keeping • Mind mapping • Memory strategies -mnemonics

  7. Strategies • Scaffold, or support structures, is provided by the teacher to help students bridge the gap between current abilities and the goal. • Are often reused when the student encounters new/difficult learning. e.g.- simplified problems, modelling of the procedures by the teacher, thinking aloud etc. • What scaffolding do I need to put into place to support students to demonstrate their learning?

  8. Feedback • Feedback is essential as a motivator for learning • Students benefit from feedback at least once every half hour when learning • Feedback given a long time after work is completed is not helpful for learning • Being part of a social group assists learning because opportunities to receive feedback exist

  9. Effective Teaching Strategies The following are some of the strategies that teachers can use to scaffold & include all students in the class: • Expert Jigsaw • Numbered Heads • Joint Construction • What If Strategy • Reciprocal Teaching

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