Sabbaghan, S., Preciado P. B., Metz, M. & Davis, B.(2015) Dynamic Responsive Pedagogy: Implications of Micro-Level Scaffolding. In Preciado Babb, P., Takeuchi, M., & Lock, J. (Eds.). Proceedings of the IDEAS: Designing Responsive Pedagogy Conference, 198-207. Calgary, Canada. http://hdl.handle.net/1880/50874

Dynamic Responsive Pedagogy

Three Scaffolding Strategies

The distance between what the student can do independently and what they still need help with. Accessing the ZPD helps the teacher understand how to scaffold the student.

Zone of Proximal Development (ZPD)

Micro-Level Scaffolding occurs when the teacher observes there was too large of a jump between steps in the planned scaffolding model. The teacher will then employ micro-level scaffolding by going back a step and further breaking down the concept. This move is informed by in-the-moment student responses.

Micro-Level Scaffolding

A pedagogical strategy in which the support from a teacher is gradually taken away as a way to facilitate independent learning.

University of Michigan - Ann Arbor

The way(s) in which a teacher aids in student learning. There are a wide range of strategies used for both full groups and individuals. 

Teaching Strategies

https://en.wikipedia.org/wiki/Instructional_scaffolding

Wikipedia: Instructional Scaffolding

Salkind, N. J., &amp; Rasmussen, K. (Eds.). (2008). Learning Strategies . In Encyclopedia of educational psychology (1st ed., pp. 592–597). essay, SAGE. 

Encyclopedia of Educational Psychology (2008). Salkind

Instructional Scaffolding

A collaborative setting in which people work together to achieve a common goal. 

Group Work

A presentation supplement by, or based on, a set of photographic slides and/or projected images. They typically presented in a pre-determined order, meant to educate viewer on some concept.

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