What are some best practices for providing feedback and guidance in scaffolding and multimedia?

One thing I’ve found helpful is explicit modeling of any tool prior to guided practice and before independence is granted. The modeling should include “the why” of the method or reasoning being used. Why is this helpful, logical or necessary. In this way the learner is also being taught the processes needed to make decisions.

In many ways, the key to teaching is the balance scaffolding and autonomy. Yes, scaffolding is important. However, many teachers over-scaffold, sacrificing student autonomy for clarity. One possibility is to personalize scaffolding for individual students. And thanks to AI, teachers can now do this at scale!

I agree that a gradual release of learning is important as long as there are checkpoints along the way to ensure students are ready for independent work. A great way to do this in reading is to have beginning, middle and ending reading strategies embedded in your lessons, as well as a quick 1-4 (rubric) show of fingers to indicate where students think they are at with understanding. 1: "I don't understand", 2: "I still have questions", 3: "I'm beginning to understand", & 4: "I understand and could teach someone".

Another way questioning can be used in scaffolding is to guide learners' thinking and reasoning. Teachers can use probing questions to help learners analyze information, make connections, and draw conclusions. For instance, a teacher may ask students to explain why they think a particular answer is correct, which can help them to articulate their reasoning and make their thinking visible.

It is always necessary to draw the attention of the students towards the topic which is being taught in the class ,here scaffolding plays a role .Teachers must begin with small introduction to the lesson in a discussion and ask small questions which can be answered in a word or two ,thus drawing the students attention towards the topic of the lesson which can be elaborated later . Students enjoy the active interaction with the teacher and it makes the class lively . Students are ready to receive the new information in their lessons.

An example of multimedia and text is to implement both photographs and original graphics at strategic locations within the text whether prose or poetry to highlight or clarify complex topics.

I will provide a picture with instructions so that students can simplify it in their mind better. When I help students organize for a project, we use a lot of pictures with words. We also use highlighters to help students identify key content.

I agree that using narration is significantly useful. In my experience if the text and a visual representation of are both available to students, they tend to lose focus. A combination of narration of the visual, which appeals to both the visual and audio sense, with segmenting principle has proven highly effective to facilitate learners’ thinking and independent discovery, thus learning.

This is very accurately said, students should be taught using all the tools to help them learn , understand and retain their learning,so that all their senses are utilised in the process as the famous Chinese proverb goes, " I hear and I forget. I see and I remember I do and I understand" So teaching has to be aided with tools like multimedia ( pictures and videos)has to be taught loud and clear and teachers must draw the attention of the students to the key words and get them to highlight them.All this plays a important part in the learning process of the students .And in the end all of this can be summed up with an active project with participation of the entire class,to help them understand better .True learning happens only then.

In my experience with children, it is helpful to ask them why they think something didn't go as planned and how they suggest we can fix it. It gives the child the opportunity to practice their problem-solving skills and it gives them a sense of agency over their project. Offering hints before revealing the answer is another helpful tool to encourage independent problem-solving and avoid creating dependency on others.

Make sure you give students a chance to offer feedback on your feedback. This doesn't need to be time-consuming. You can simply ask students (as part of the assignment) to read your feedback and ask a question. Then, you can write back to them. This process opens up a dialogue rather than making feedback a one-and-done deal.

Following a metacognitive starter, I would assess pupils’ understanding using mini whiteboards. Black and Wiliam (1998) define “formative assessment” as one which “assembles evidence of students’ learning.” Indeed, validation enables fine-tuning of praxis that would effectively accommodate learner’s requirements. During SE-B placement, a year 11 set 2 revision class were tasked to draw the structural formulae of particular alkanes on their whiteboards. They were supported with the formula, CnH2n+2, followed by the nomenclature of the first four alkanes. When asked to draw butane, a number of students drew four carbon atoms with one and/or two double bonds. In the wake of this error, I could promptly adapt tasks in response to limitations.

I agree, but often few comment leaving others out of conversations. Answering alienates others but listening skills equal spoken words too.

My "exit ticket" at the end of each class is usually a checklist where students check off which reading strategies they used during the lesson. This reinforces not only the importance of my students using the reading strategies (my students are struggling readers), but it also reinforces self-reflection which is important in developing the whole child.

An example I've seen is having learners actively engage in self-regulatory by regularly working toward building self-control skills within projects, using the definition of self-regulation as the mental processes a person uses to control their inner processes, states, thinking and function forwarded by the Berkeley Well-Being Institute. Ask learners to set their goals in preparation for beginning their project. This allows them to take a step back and reflect on their learning, and such reflection is a key element in being able to self-regulate.

In my experience, these have worked best for me: Specific and timely feedback: Providing my students specific feedback on their work in a timely manner allows them to reflect on their work and make improvements. Encourage collaboration: I empower my learners to work together in groups and provide opportunities for them to collaborate on tasks. This helps to build a sense of community and support among my students and myself. Provide clear expectations: I explicitly and clearly communicate my expectations for assignments and tasks, as well as the criteria I will use to evaluate them. This helps my students to focus their efforts and understand what they need to do to be successful.