Mapping – Creating a physical representation of relationships is one of the scaffolding strategies that help students see physical relationships between known and potentially unknown concepts.Instructors can model metacognition for students to understand how to think about their own thinking using a visual aid, mapping, or simply explaining what their own thinking pathways look like to help them begin for themselves. Students may find connections to other things they have previously learned or heard about but do not yet have knowledge about, or they may discover how their thinking about a topic can be improved or enhanced. Metacognition -Perfect for the older learner but effective with younger students as well, metacognition is the art of “thinking about thinking.” This scaffolding approach requires learners to self-reflect on how they have arrived at their current thinking or ideas about something and then seek to learn from this process. ![]() These smaller steps allow for reteaching opportunities when needed and provide a greater opportunity for student learning of larger, more complex content or activities. Summative assessments can also be submitted in small steps or chunks to provide feedback to the learner on larger projects, papers, or assignments.
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