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Identifying Instructional Moves During Guided Learning
Author(s) -
Frey Nancy,
Fisher Douglas
Publication year - 2010
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1598/rt.64.2.1
Subject(s) - metacognition , psychology , cognition , mathematics education , process (computing) , teaching method , cognitive psychology , pedagogy , computer science , neuroscience , operating system
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.