MADHYAMIK SHALAO TAMAM EK DIVASIYA PAGAR KAPAT BABAT
Another form of scaffolding is thinking aloud by the teacher.
For example, teachers might think aloud as they try to summarize
a paragraph. They would show the thought processes they go
through as they determine the topic of the paragraph and then use
the topic to generate a summary sentence. A teacher might think
aloud while solving a scientific equation or writing an essay, while
providing labels for their processes. Thinking aloud by the teacher
provides novice learners with a way to observe “expert thinking”
that is usually hidden from the student. Teachers can also study
their students’ thought processes by asking them to think aloud
during their problem-solving processes.
One characteristic of experienced teachers is their ability to
anticipate students’ errors and warn them about possible errors that
some of them are likely to make. For example, a teacher might have
students read a passage and then show the class a poorly written
topic sentence and ask students to correct this topic sentence.
In teaching division or subtraction, students might be shown
the places where students frequently made errors and then
these errors were discussed.
In some of the studies, students were given a checklist to
evaluate their work. One checklist item was: “Have I found the most
important information that tells me more about the main idea” or “Does
every sentence start with a capital letter”. The teacher then modelled
use of the checklist.
In some studies, students were provided with expert models to
which they could compare their work. For example, when students
were taught to generate questions, they could compare their questions
with those generated by the teacher. Similarly, when learning to write
summaries, students could compare their
For example, teachers might think aloud as they try to summarize
a paragraph. They would show the thought processes they go
through as they determine the topic of the paragraph and then use
the topic to generate a summary sentence. A teacher might think
aloud while solving a scientific equation or writing an essay, while
providing labels for their processes. Thinking aloud by the teacher
provides novice learners with a way to observe “expert thinking”
that is usually hidden from the student. Teachers can also study
their students’ thought processes by asking them to think aloud
during their problem-solving processes.
One characteristic of experienced teachers is their ability to
anticipate students’ errors and warn them about possible errors that
some of them are likely to make. For example, a teacher might have
students read a passage and then show the class a poorly written
topic sentence and ask students to correct this topic sentence.
In teaching division or subtraction, students might be shown
the places where students frequently made errors and then
these errors were discussed.
In some of the studies, students were given a checklist to
evaluate their work. One checklist item was: “Have I found the most
important information that tells me more about the main idea” or “Does
every sentence start with a capital letter”. The teacher then modelled
use of the checklist.
In some studies, students were provided with expert models to
which they could compare their work. For example, when students
were taught to generate questions, they could compare their questions
with those generated by the teacher. Similarly, when learning to write
summaries, students could compare their
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