Identifying Instructional Moves During Guided Learning

Authors


e-mail nfrey@mail.sdsu.edu.

e-mail dfisher@mail.sdsu.edu.

Abstract

This study examined teachers' actions during small-group guided instruction as they scaffolded students' understanding. The data suggest that expert teachers use a process that has four components: questions to check for understanding, prompts for cognitive and metacognitive work, cues to alter the learners' attention, and direct explanations. As part of a gradual release of responsibility framework, this system serves as the scaffolds that students need to successfully accomplish tasks alongside the teacher.

Ancillary