in what ways have you been an advocate for students that relate directly to this lesson?
The children in your class are content and engaged in their play. They are happily building with blocks and creating an intricate roadway that has captured their interest most of the week. Or possibly, they continuously use their outdoor time in the nearby wood expanse to build stick and stone infused forts. Whatever the activity is, whether preschool or uncomplicated aged, what you are looking for as the educator is what the children are captivated[ane] by and where they are CAPABLE of going further with their play! It is these moments of play that hold countless possibilities for learning.
When you feel the nudge that your intervention tin can take their play to higher levels of learning, information technology is a prime opportunity to enter the play every bit a co-creator and help provoke a framework for the children to go from "what they know" to "what else they could know"!
This is where scaffolding[two] enters the moving-picture show. Scaffolding has go a key concept in education. It is a framework to describe an adults' supportive function in children's learning. Scaffolding enables a child to solve a problem, conduct out a job or accomplish a goal which is merely across his or her abilities. During play, where foundational social and emotional skills are adult[3], scaffolding is a bridge to new skill levels using three key ingredients; modeling the skill, giving clues and request questions while the child is trying out a new skill, and then every bit the kid approaches mastery, withdrawing the support.
To provoke additional layers of learning, enquire some of these powerful "scaffolding" inspired questions:
i. What are you lot thinking?
Listen for the places that you, as the teacher, can take the kid's existing or prior noesis and add some new layers to it.
2. What else is possible here?
This question takes the child into total discovery mode and allows the instructor to be co-player by staying open to possibilities. This takes the child from where they are, "the known" area, into the potential of a new place or layer of the learning.
3. What practise you need in gild to learn more nigh _____?
Have the topic or interest area and aid the child to aggrandize on what they are learning. This is the type of question that could lead to a shared begin. Toss in your ideas, too!
4. Where is your energy focused?
Helping the kid to notice where they are having successes and challenges in their play will permit the instructor to help chunk up anything circuitous into manageable pieces. Additionally, this question can help to maintain the kid'south involvement on the chore where they are having success.
v. When you do _________, what are y'all noticing? That means you lot are learning about _________.
Directly communicate what is taking identify by pointing out the learning that you run across. For instance in the photo to a higher place, the teacher may ask, "When you added the tiptop block, what did you notice?" The boy might comment on the number of blocks stacked or how he feels about his creation or what sort of vision he might take for his next move.
half-dozen. What does that remind you of?
Suspension while a child gives you lot an example. Once you know what the child relates to, y'all tin add in other relevant pieces to their play. For example, if the child says "shopping" you can add in additional elements to the "shopping" that might non be in their regular experience.
7. What happens when we add or do this __________?
This is a helpful question for the teacher to introduce a prop or a demonstration to extend the play. The purpose of the prop is to open the conversation upward for the child to make interpretations and connections.
eight. What is different in your thinking now? What practise yous now know about _____.
A prompt that moves children into mastery solidifies their learning.
9. Who would y'all like to share this with?
Encourage social interaction and peer learning[2]. You tin can assistance to suggest a friend or family fellow member.
10. How will you share information technology?
Encourage cartoon, documentation, writing, or photographing of the play to make the learning visible. This can also be a tool to help the child revisit their learning process and the ability to render to this topic with or without the teacher!
The beauty of questions is that they can encourage and provoke children's thinking and have their capabilities to the side by side level! 18-carat curiosity and scaffolding allows the teacher to assist in deliberate and co-created discovery. Ask just one of these questions to see what bear upon it has on children'southward learning.
Source: https://heartmindonline.org/resources/scaffolding-10-ways-to-stimulate-learning-through-play
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