Introduction
This paper explores organizational strategies that support scaffolding content, techniques of scaffolding information, ways a teacher can scaffold application content, evaluation techniques.
Organizational strategies
Preparation functions actively on research, recap of previous concepts, and formulating learning objectives. Time allocation, learning concepts retribution, and evaluation function effectively within the strategies such as pre-teaching, tapping into prior knowledge, and use of visual aids. In the lesson plan actualization, these strategies must be actualized within a time limit (Unsworth 31).
Techniques of scaffolding information
The choice of techniques used in a lesson should augur well with the learners who appreciate practical and interesting learning techniques. Despite disparities in social and regional cohesion, the learner should be in a position to emulate interactive, creative, and inclusive education through proactive and inclusive teaching approach (Allington 45).
Ways of scaffolding application content
Reflectively, the content of the topic for every lesson must function on the periphery of practicality and relevance in line with the objectives of the study topic, that is, the relation of the theme to contemporary issues happening in the previous, current, and predictable future. They are characterized by facts, concepts, and skills about the subject of the study (Howson 64).
Evaluation techniques
An evaluation criterion should be in place to measure quantifiable aspects such as consistency in speech and listening, reading, and writing. In addition, the process should operate on the periphery of language and content components which are essential in determining the level of success of a lesson session. The student should be given an opportunity to ask questions related to the topic. These questions may guide the instructor to quantify the success of the lesson in terms of comprehensive understanding level by reflecting on the learner’s perception, distinctiveness, attentiveness, and conceptualization of varying ideas (Slavin 28).
Conclusion
Scaffold learning involves numerous concepts that function simultaneously and quantitatively to facilitate delivery of a well researched, briefly presented, but properly understood topic for every topic of study.
Works Cited
Allington, Richard. Essential readings on struggling learners, New York, NY: International Reading Assoc, 2010. Print.
Howson, John. Taking control of your teaching career: a guide for teachers, Alabama, Al: Routledge, 2006. Print.
Slavin, Robert. Educational psychology: Theory and practice, New York, NY: Pearson Education, 2006. Print.
Unsworth, Leaner. Describing visual illiteracies in teaching multi-illiteracies: changing contexts of texts and images in classroom practice, Buckingham, UK: Open University Press, 2008. Print.