Sentence examples for scaffolding learners from inspiring English sources

Through scaffolding, learners are able to use the target language with assistance from teachers or peers in the classroom to produce what they would not yet be able to do on their own (Sheen, 2010).

However, given the time limitation of four months and that it was the instructors' and learners' first attempt at cooperative learning, there was still much to learn for mastery of the course and much to be desired in scaffolding learners' for highly effective cooperative learning.

They are not even trained in how to carry out classroom-based assessment such as DA, nor are they exposed to developing effective teaching strategies that use scaffolding to help learners overcome their listening difficulties.

These technologies are designed for learning to take place outside the classroom (with minimal intervention or without the presence of a teacher) but with the appropriate scaffolding to support learners' management of these environments, to achieve the same outcomes which may be found in a regular classroom.

Scaffolding involves assisting learners in understanding concepts, solving problems or achieving goals that would have been beyond their abilities without guidance [ 20].

The authors (Wu and Puntambekar 2012) have suggested various affordances such as dynamic linking, model progression, and sequencing as scaffoldings to assist learners while learning from MERs.

To illustrate our point, imagine an ITS with a perfect micro-adaptive module which would provide ideal scaffolding to each learner working on a particular Physics problem.

These competencies may require teacher scaffolding especially for younger learners.

Scaffolding, however, mediates the learners in acquiring new strategies to be able to finish the task independently (Kozulin & Garb 2002).

The purpose of this research is to design a web based learning model using collaborative learning techniques and a scaffolding system to enhance learners' competency in higher education.

It is thus necessary to assess whether a ubiquitous learning project is able to achieve the aim of meaningful learning, so as to empower learners in scaffolding their knowledge students with different levels of achievement, especially low-achieving ones.