Bullying, Quality Management, Teaching Approaches, Classroom Supervision

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The result was that also in an online scaffolding environment, the students were still capable of gain knowledge through problem-solving with group members (Doering and Veletsianos, 2007).

Scaffolding software is pretty new, although is becoming increasingly popular in the classroom setting. Artemis can be described as scaffolding software package which gives students access to a digital library to search and kind science information related to project-based investigations. Students are able to not simply organize directories containing information concerning the information they can be seeking, but they are also in a position to share this information with other classmates. This web sharing feature not only facilitates collaboration among students, yet teachers will be able to collaborate. Studies have shown there is a direct romantic relationship between scaffolding software and student inspiration as well as conceptual understanding (Butler and Lumpe, 2008).

Based on the research in scaffolding, it can be determined that it must be evidence-based learning. This type of learning incorporates learning by training and also learning by doing (Clark and Mayer, 2008). We have even seen that scaffolding is just as powerful in an on the net learning environment in addition to the classic classroom approach to face-to-face learning. What tend to work best together with the scaffolding teaching strategy is definitely allowing for cooperation between the pupils by dividing them up into tiny groups. With modern technology, the teacher is currently able to do that online. Likewise, with the use of scaffolding software, the strategy is becoming easier to apply. Scaffolding is an excellent teaching technique for the instructor to use. So long as the instruction is planned out in advanced, the process will need to run easily.

References

Butler, K. A. And Lumpe, a. (2008). Student usage of scaffolding application: Relationships with motivation and conceptual understanding. Journal of Science and Educational

Technology, 17(5), 427-436.

Clark simon, R. C. And Mayer, R. Electronic. (2008). Learning by looking at vs . learning by doing: Evidence-based guidelines to get principled learning environments. Functionality Improvement, 47(9), 5-13.

Doering, a. And Veletsianos, G. (2007). Multi-scaffolding environment: An analysis of scaffolding as well as its impact on intellectual load and problem-solving ability. Journal of Educational Computer Research, 37(2), 107-129.

Morcom, V. And Cumming-Potvin, T. (2010). Bullies and subjects in a primary classroom:

Scaffolding a collaborative

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