Wood, Bruner, and Ross developed the metaphor “scaffolding” of assignments to describe the assistance a teacher or peer gives supporting the learning of the student. The support is the “scaffolding” which allows the learner to do new things gradually. As competence and experience grows, the “scaffolding” is gradually removed. Building in assignments in smaller steps with feedback along the way will improve your students’ learning and writing.
Using a student’s peers to support the writing process not only increases student engagement and learning, it also relieves the teacher from being the sole source of the feedback loop. Many teachers report trying peer response in their classes with … Read More »