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Essay / Research Paper Abstract
A 3 page paper that provides a summary of a journal article: The use of scaffolds for teaching higher level cognitive strategies by Barak Rosenshine and Carla Meister. Bibliography lists 1 source.
Page Count:
3 pages (~225 words per page)
File: MM12_PGschrc.RTF
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Unformatted sample text from the term paper:
can be provided by the teacher or even another student. They can take the form of certain tools, such as cue cards or certain processes, such as teaching the child
to ask questions about a text that has been read to increase comprehension. Students must be ready to move on before the process of scaffolding can be used. In other
words, students must have the background necessary to learn a new cognitive strategy. Vygotsky calls this stage the zone of proximal development. Vygotsky explains this is the time in cognitive
development that the individual is presented with a task that he cannot complete alone but can accomplish with guidance. The guidance may be in the form of scaffolds. The authors
give a good example to clarify how the background is essential. If a student did not have good decoding skills, they would lack the necessary cognitive background ability to increase
their comprehension. There are many different concrete prompts that can act as scaffolds to help the student move to a higher level of cognition. The scaffold used would
depend on the desired cognitive ability. For example, the teacher who wants students to learn how to ask questions could provide them the beginning words to use, specifically the words
that are the foundation of journalism - "who, what, when, where, why and how" (Rosenshine and Meister, 1992, p. 26). Whatever cues or scaffolds are used, the teacher usually models
the process first. As students become more adept, the need for modeling decreases. Thinking out loud is another scaffold teachers can use to help students bridge the gap. Using
this technique, the teacher verbally states how they think about something. The authors provide good examples of this process, for example, for clarifying, the teacher might "think out loud" and
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