With this in mind, I would be sure to speak slowly and give students appropriate time to process information. Part of giving students time to process means not trying to interpret their answers or contributions to discussions, but allowing them to fully express their thoughts without outside input. Building off students’ responses is another way I would utilize verbal scaffolding; by repeating students’ answers and adding additional essential information in a “think aloud” fashion, I would model the full correct answer and pronunciation while also acknowledging students’ contributions to the class. Procedural scaffolding is included in the various instructional frameworks incorporated in this lesson, including explicit teaching, modeling, and independent
With this in mind, I would be sure to speak slowly and give students appropriate time to process information. Part of giving students time to process means not trying to interpret their answers or contributions to discussions, but allowing them to fully express their thoughts without outside input. Building off students’ responses is another way I would utilize verbal scaffolding; by repeating students’ answers and adding additional essential information in a “think aloud” fashion, I would model the full correct answer and pronunciation while also acknowledging students’ contributions to the class. Procedural scaffolding is included in the various instructional frameworks incorporated in this lesson, including explicit teaching, modeling, and independent