Academic literature on the topic 'Scaffolding techniques'
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Journal articles on the topic "Scaffolding techniques"
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Thavornyutikarn, Boonlom, Nattapon Chantarapanich, Kriskrai Sitthiseripratip, George A. Thouas, and Qizhi Chen. "Bone tissue engineering scaffolding: computer-aided scaffolding techniques." Progress in Biomaterials 3, no. 2-4 (2014): 61–102. http://dx.doi.org/10.1007/s40204-014-0026-7.
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Wulandari, Yunita Oktavia, Fitria Khasanah, and Eko Yuniarto. "Problem-based scaffolding for prospective mathematics teachers in graph theory course." International Journal of Trends in Mathematics Education Research 6, no. 3 (2023): 198–205. http://dx.doi.org/10.33122/ijtmer.v6i3.253.
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This study aimed to give a scaffolding process to improve the preservice teachers' ability in graph theory class. The present study implemented scaffolding techniques by administering graph theory questions. Four scaffoldings are used: (1) questioning, (2) prompting, (3) cueing, and (4) direct explanation. The choice of this problem can be observed through students' comprehension of graph theory. This research indicates that problem-based scaffolding can benefit students with challenges understanding graph theory. The students exhibit enthusiasm as they explore the interconnection between road systems, predatory and isomer, employing graph theory.
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Almeida Obando, María Esther, Norma Cecilia Bastidas Guevara, Paola Nathaly Mantilla Carrera, Javier Guillermo Solís Mejía, and Lourdes Elizabeth Bejarano Urquizo. "Scaffolding techniques and speaking skill." Arandu UTIC 11, no. 2 (2024): 206–25. http://dx.doi.org/10.69639/arandu.v11i2.258.
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The use of scaffolding techniques in the classroom help students improve the development of their language skills. The present study aimed to analyze the influence of Scaffolding techniques on the development of speaking skill in students of seventh semester in “Pedagogia de los Idiomas Nacionales y Extranjeros.” The research developed a quantitative approach and it was experimental. The population in the study were 24 students of seventh semester. The instruments used during the investigation were a preand posttest, the researcher used part 3 of B1 preliminary test to assess students before and after the treatments. The treatments consisted on 5 session where the researcher applied scaffolding techniques, additionally, a survey was applied to determine students’ perceptions towards the use of scaffolding techniques. Assessing speaking performance rubric was used to evaluate speaking sub skills such as: grammar and vocabulary, discourse management, pronunciation and interactive communication. At the end of the investigation, the findings showed an improvement in students speaking development since the average before the treatment was 6,8/10, in contrast, after the treatments students’ average was 7,7/10. Thus, scaffolding techniques influence the speaking skill instudents of seventh semester from Pedagogía de los Idiomas Nacionales y Extranjeros atUniversidad Técnica de Ambato.
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Mirahmadi, Seyyed Hassan, and Sayyed Mohammad Alavi. "The Role of Traditional and Virtual Scaffolding in Developing Speaking Ability of Iranian EFL Learners." International Journal of English Linguistics 6, no. 2 (2016): 43. http://dx.doi.org/10.5539/ijel.v6n2p43.
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<p>The present study attempted to investigate the effect of the four scaffolding techniques, namely Hard, Soft (Saye &amp; Brush, 2002), Reciprocal (Holton &amp; Clarke, 2006), and Virtual (Yelland &amp; Masters, 2007), on the speaking ability of the Iranian EFL language learners and their fluency, lexicon, grammar and pronunciation. To this end, the four scaffolding techniques were classified into the two groups of Traditional (Hard, Soft and Reciprocal) and technology-mediated (Virtual). 120 Maritime students at Kharg Azad University (IAU-Kharg) were selected as participants based on convenience sampling. At the onset, an Oxford Placement Test was given to the students to place them in the same proficiency level, Intermediate. 10 students were found as outliers who remained as intact members of the groups throughout the study. Eventually, the 110 homogeneous students were randomly assigned to the four scaffolding groups. A pretest of speaking ability was run to the students prior to the scaffolding treatments lasting for 8 weeks (16 sessions). After the treatments, the students completed a posttest of speaking. Having analyzed the data through SPSS software, it was found that under the influence of the four scaffoldings, not only did the Iranian EFL students outperformed in the posttest of speaking, but they also showed a significant improvement in their fluency, grammar, lexicon, and pronunciation. Thus, the findings of this current study extended earlier understandings of scaffolding in an EFL environment and will contribute to the advancement of future courses in terms of their scaffolding pedagogical aspects.</p>
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Rustemovna, Kalmuratova Juldiz. "The Implementation of Scaffolding Techniques Worldwide to Improve English Reading Proficiency In TEFL." American Journal of Philological Sciences 05, no. 04 (2025): 85–89. https://doi.org/10.37547/ajps/volume05issue04-21.
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This article aims to provide a general understanding of the term scaffolding, emphasizing its significance in education and its role in enhancing reading comprehension. A central objective of this study is to explore the experiences of international educators and scholars in applying scaffolding strategies to develop reading skills within the context of Teaching English as a Foreign Language (TEFL). To achieve this, the study reviews two scholarly articles from Jambi University in Indonesia and Islamic Azad University in Iran. In both institutions, professional educators and linguists conducted experiments on the application of scaffolding techniques to improve reading comprehension in TEFL settings. These studies focused on strengthening students’ reading abilities through scaffolding and reported their findings based on rigorous scientific research. Both of them tried to enhance their students’ reading by using scaffolding strategy and gave the detailed report on their scientific work and paid attention to its effectiveness during the experiment. While learning these scientific works we have strived to examine them thoroughly and introduce them to our learners as well.
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Vonitasari, Adinda Rheyna, and Mohammad Faizal Amir. "The Effectiveness of Guided Inquiry with Scaffolding Techniques in Enhancing Primary Students' Self-Efficacy in Mathematics." Jurnal Pendidikan MIPA 26, no. 1 (2025): 539–55. https://doi.org/10.23960/jpmipa.v26i1.pp539-555.
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Students' self-efficacy towards mathematics is still low. High self-efficacy is an essential factor in supporting learning success. Guided inquiry elaborated with scaffolding techniques is thought to affect students' self-efficacy. Therefore, this study aims to identify the effect of guided inquiry with scaffolding techniques on students' self-efficacy. The study design used was the posttest-only control group. In this study, data collection techniques were used using a questionnaire containing 20 questions to measure students' self-efficacy (magnitude, generality, and strength) in facing and completing mathematics tasks. Study participants included fourth-grade students' who were drawn through purposive sampling. ANOVA test and post hoc analysis were used for data analysis. The data analysis showed differences in students' self-efficacy between the implementations of guided inquiry with scaffolding techniques, guided inquiry without scaffolding techniques, and conventional learning. It was concluded that guided inquiry implemented with scaffolding techniques significantly enhanced students' mathematics self-efficacy. The most affected dimensions of self-efficacy from high to low are strength, magnitude, and generality. This shows sufficient scaffolding during the implementation of guided inquiry. In addition, students received sufficient scaffolding in the exploration process, which resulted in students being more confident in understanding the material and completing tasks independently. Keywords: guided inquiry learning, scaffolding techniques, self-efficacy.
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Cunningham, Merrilee, and Ruth Robbins. "Instructional Scaffolding." International Journal of Web-Based Learning and Teaching Technologies 7, no. 3 (2012): 20–36. http://dx.doi.org/10.4018/jwltt.2012070102.
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This article addresses the use of embedded scaffolding to enhance web-based learning in an online course which covers an introduction to multiple programming languages, utilizing selected resources and strategies as scaffolding techniques. This programming languages class is taught at the junior level in the Information Systems discipline as an online elective class, in a public institution located in a large, urban setting. Low to high knowledge learners are guided in the development of programs and implementation of systems through the use of four different programming languages. Learners with various experience levels were surveyed to determine if they thought these reinforcing scaffolding techniques were effectively used to provide all students with their own success producing pathway through the course. While finding out which scaffolding sections actually added to student success may not be absolutely necessary in designing a successful course, embedding hypermedia fostering a systematic improvement of learning options requires the constant “redesign” and encompasses web-based scaffolding processes as a very real advantage.
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Jumaniyazova, Lobar Sirojiddin qizi. "THE EFFECTIVENESS OF SCAFFOLDING TECHNIQUES IN TEACHING ENGLISH WRITING." ACTIVE RESEARCHER 2, no. 1 (2025): 4–7. https://doi.org/10.5281/zenodo.15375563.
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<em> Scaffolding techniques, rooted in Vygotsky’s sociocultural theory, have been widely adopted in English as a Foreign Language (EFL) classrooms to enhance students’ writing skills. This study investigates the impact of various scaffolding strategies on EFL learners’ writing proficiency. Through a mixed-methods approach involving pre-tests, post-tests, classroom observations, and student surveys, the research examines how techniques such as modeling, guided practice, and feedback influence students’ writing performance. Findings indicate that scaffolding significantly improves writing quality, student motivation, and engagement. The study underscores the importance of tailored scaffolding approaches to meet diverse learner needs.</em>
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Mariadoss, Anandaraj, and Balamurugan Munusamy. "Critical View of Scaffolding Techniques in Teaching and Learning of Mathematics." RESEARCH REVIEW International Journal of Multidisciplinary 03, no. 07 (2018): 83–88. https://doi.org/10.5281/zenodo.1306055.
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Scaffolding technique involves changing the level of support for learning. A teacher of more advanced peer increases or decreases the level of guidance or support according to the students’ need for the desirable learning outcome. It is based on social learning which takes place with more capable person’s support or guidance with social interactions until the successful completion of the task. The aim of the present study is to discuss the definitions of scaffolding and its meaning and types of scaffolding techniques. Also, discuss Vygotsky’s theory of social learning of students with teacher and peers promotes their skills and mathematical language development for successful learning, Bruner’s scaffolding for the process of learning to retain the acquired knowledge which lead to discovery learning, Piaget’s scaffolding to make the students to construct knowledge through organizing and reorganizing prior knowledge to the new learning situation. Moreover, the role of the teacher as a system of scaffolds, scaffolding support in the classroom, group learning, scaffolding with critical thinking, teacher’s instructional design, teacher-student interaction, and mathematical modeling to make the process of teaching and learning of mathematics successful.
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Esparcia, Rizel, Brando Piñero, and Maria Chona Futalan. "Learners' Scaffolding Techniques: Their Advantages in Learning Mathematics." Journal of Interdisciplinary Perspectives 2, no. 7 (2024): 76–86. https://doi.org/10.5281/zenodo.11185028.
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<strong>Abstract. </strong>This study aimed to examine the extent of advantages of the scaffolding techniques and how they relate to the academic performance of learners in Mathematics. The respondents of the study were the 312 randomly selected Grade 7 learners from a public secondary school in the Division of Negros Oriental during the academic year 2023- 2024. The study employed the descriptive-correlational research design and utilized a validated questionnaire. Statistical methods employed in this study encompassed percentage, mean, weighted mean, and Multiple Regression Analysis. The findings revealed that learners have “very high” perceptions on the advantages of scaffolding techniques in learning Mathematics in terms of one-on-one peer tutorial, group study, teacher demonstration, video tutorial, and self-directed learning. Moreover, the overall academic performance rating of the learners in Mathematics is at the “satisfactory” level. Furthermore, the learners’ perceived effectiveness of the following scaffolding techniques significantly predicts their academic performance in Mathematics: one-on-one peer tutorial, group study, teacher demonstration, and video tutorial. By embracing and enhancing scaffolding techniques, educators can not only elevate the learning experiences of students in Mathematics but also potentially extend these positive outcomes to other academic disciplines. <strong>Keywords:</strong> Group study, Peer tutorial, Scaffolding techniques, Video tutorial.
Dissertations / Theses on the topic "Scaffolding techniques"
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Almela, Thafar. "Development of a composite tissue engineered alveolar bone-mucosal model using conventional and 3D printed scaffolding techniques." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/21603/.
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Advances in tissue engineering have allowed the construction of various tissues of the oral and maxillofacial region for clinical and in vitro modelling proposes. Additive manufacturing, also known as three−dimensional printing (3DP) is an innovative technique that offers an entirely new method of fabricating geometrically precise 3D structures, allowing the opportunity to progress composite tissue engineering to the point where complex anatomical relationships can be accurately replicated. The aim of this study was to develop and characterise a novel 3D composite human alveolar bone−mucosal model (ABMM) based on conventional and 3D printed bone scaffolds. Two types of bone scaffold were used: firstly, a conventional hydroxyapatite/tricalcium phosphate (HA/TCP) scaffold fabricated using an aqueous gel-casting method, and secondly, a 3D printed β−tricalcium phosphate (β−TCP) scaffold prepared using an extrusion−based Rapid Prototyping plotting system. In order to construct a composite bone−mucosal model, alveolar bone-derived osteoblasts were seeded into the respective scaffolds (both conventional and printed) and the resultant bone constructs were then attached to a tissue engineered, collagen−based oral mucosa. Histological, immunohistochemical, and ultrastructural features of the mucosal part as well as, the histology, genes expression, and proteins secretion of the composite models were examined to validate the ABMM as a representative analogue of combined oral hard and soft tissues. The mucosal component demonstrated a mature epithelium undergoing terminal differentiation similar to that of native oral mucosa, as confirmed using cytokeratin immunohistochemistry. Histological evaluation of ABMM confirmed an anatomically representative tri-layer consisting of distinct epithelial, connective tissue, and bone layers. Interrogation of osteogenic and epithelial−related gene expression within the models confirmed an osteogenic expression profile in the tri−layered model that was not observed in epithelial−stromal bilayers. Collectively, these data suggest that the developed composite model displayed characteristics similar to those of normal tissue counterparts. This novel tri−layered model, therefore, may offer great scope as a more advanced, and anatomically representative tool for a number of in vitro applications.
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Piskula, Glen A., and Glen A. Piskula. "Negotiation for Meaning and Scaffolding Techniques: An Analysis of Social Interaction between NNS Japanese Students and NS English Instructors in a Semi-Institutional Context." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625654.
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This three-article dissertation study examines one-on-one conversations between Japanese students of English and American English-speaking instructors in a semi-institutional setting. These students, who were in the U.S. for one month on a short-term study abroad program, engaged in weekly conversations with instructors as part of an ESL center's Student Help Hours Program. The SHH is a conversation program held in the student lounge, and it is designed to make trained native speakers available to answer questions about homework and hold discussions on language, culture, and various other topics. Specifically, this study combines the frameworks of Conversation Analysis (CA) and scaffolding theory in conjunction with student surveys to shed light on students' strategies to negotiate for meaning (NfM), instructors’ focus on form (FonF), and overall perceptions of program efficacy. The aim of the first article is to understand how low-intermediate to intermediate level Japanese students use confirmation checks, clarification requests, and comprehension checks, known as 3C, to successfully initiate repair on semantic, phonetic, and morphosyntactic trouble sources in conversation. A critical aspect of this analysis is the paralinguistic features students use to first identify the existence of trouble and the role of nonverbal behavior and gaze as they impact repair initiation. The second article explores how NS instructors of American English use self- and other-modification in addition to initiation, response, feedback/evaluation (IRF/E) to scaffold students on gaps and holes in their understanding of English. While three-turn sequences such as IRF/E and other predetermined instructional sequences have been criticized as inauthentic (Hall, 1995; Ohta, 1995; Kasper, 2001), my research shows higher incidences of reduced forms used in the context of semi-casual conversation. Two-turn, initiation-response (IR-only) sequences as well as self- and other-modifications of vocabulary, pronunciation, and grammar were used as more subtle instructional techniques. These data reflect persisting orientations to institutional roles as participants engage in discussions of repair, but they also show the relevance of IR and IRF/E techniques to SLA via modified output. The third article uses a combination of student responses on exit surveys and conversational excerpts to evaluate the efficacy of the SHH program. It reveals mainly positive conceptions of the program and makes recommendations for improvements. The findings of this research provide a complete picture of the complex relationship between student, instructor, and institution. It has implications for second language acquisition (SLA), pedagogy, and program administration.
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Gafor, Susan, and Hartmann Lise Sihvola. "The effectiveness of using songs and music to foster motivation and language development in the young English L2 classroom." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30610.
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Teachers work with large student groups and their job is to make their pupils’ grow and evolve in their learning every day, even though the students may not be interested in the subject at all. How can teachers manage to do this with such a variety of students? What tools can be used to motivate as many of them as possible to achieve the most favourable learning outcomes? Music is a universal language that most people enjoy and for children it is even a natural part of growing up. Music can be a pleasant and fun element in the classroom, so we want to investigate if teachers could take advantage of this and use music and songs as an effective motivator to foster second language development. In the national curriculum, Skolverket states that teachers need to build upon the pupil’s confidence in their own ability to use language in different situations and for different purposes (Skolverket, 2011). What happens with the classroom environment when music is used and what happens to the pupils? There is research pointing to the benefits of using music in second language learning however, there exists some disagreement among researchers if music could improve language development or if it is just a fun activity. Researchers also discuss on how to use music in the classroom in the most valuable way. In the current study, we explore and provide an overview for the possible advantages of using music. We also investigate the effectiveness of different musical approaches for facilitating language learning for young children in an educational context. In particular, we will discuss how songs and music can motivate young English language learners in their process and how the second language development can benefit from this.
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Mohanarajah, Selvarajah. "Designing CBL systems for complex domains using problem transformation and fuzzy logic : a thesis presented in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Computer Science at Massey University, Palmerston North, New Zealand." Massey University, 2007. http://hdl.handle.net/10179/743.
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Some disciplines are inherently complex and challenging to learn. This research attempts to design an instructional strategy for CBL systems to simplify learning certain complex domains. Firstly, problem transformation, a constructionist instructional technique, is used to promote active learning by encouraging students to construct more complex artefacts based on less complex ones. Scaffolding is used at the initial learning stages to alleviate the difficulty associated with complex transformation processes. The proposed instructional strategy brings various techniques together to enhance the learning experience. A functional prototype is implemented with Object-Z as the exemplar subject. Both objective and subjective evaluations using the prototype indicate that the proposed CBL system has a statistically significant impact on learning a complex domain. CBL systems include Learner models to provide adaptable support tailored to individual learners. Bayesian theory is used in general to manage uncertainty in Learner models. In this research, a fuzzy logic based locally intelligent Learner model is utilized. The fuzzy model is simple to design and implement, and easy to understand and explain, as well as efficient. Bayesian theory is used to complement the fuzzy model. Evaluation shows that the accuracy of the proposed Learner model is statistically significant. Further, opening Learner model reduces uncertainty, and the fuzzy rules are simple and resemble human reasoning processes. Therefore, it is argued that opening a fuzzy Learner model is both easy and effective. Scaffolding requires formative assessments. In this research, a confidence based multiple test marking scheme is proposed as traditional schemes are not suitable for measuring partial knowledge. Subjective evaluation confirms that the proposed schema is effective. Finally, a step-by-step methodology to transform simple UML class diagrams to Object-Z schemas is designed in order to implement problem transformation. This methodology could be extended to implement a semi-automated translation system for UML to Object Models.
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James, Colby M. "Assessment of electrospinning as an in-house fabrication technique for blood vessel mimic cellular scaffolding." DigitalCommons@CalPoly, 2009. https://digitalcommons.calpoly.edu/theses/185.
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Intravascular devices, such as stents, must be rigorously tested before they can be approved by the FDA. This includes bench top in vitro testing to determine biocompatibility, and animal model testing to ensure safety and efficacy. As an intermediate step, a blood vessel mimic (BVM) testing method has been developed that mimics the three dimensional structure of blood vessels using a perfusion bioreactor system, human derived endothelial cells, and a biocompatible polymer scaffold used to support growth of the blood vessel cells. The focus of this thesis was to find an in-house fabrication method capable of making cellular scaffolding for use in the BVM. Research was conducted based on three aims. The first aim was to survey possible fabrication methods to choose a technique most appropriate for producing BVM scaffolding. The second aim was to set up the selected fabrication method (electrospinning) in-house at Cal Poly and gain understanding of the process. The third aim was to evaluate consistency of the technique.
The work described in this thesis determined that electrospinning is a viable fabrication technique for producing scaffolding for BVM use. Electrospun scaffolding is highly tailorable, and a structure that mimics the natural organization of nano sized collagen fibers is especially desirable when culturing endothelial cells. An electrospinning apparatus was constructed in house and a series of trial experiments was conducted to better understand the electrospinning process. A consistency study evaluated scaffold reproducibility between different spins and within individual spins while setting a baseline that can be used for comparison in future work aimed at electrospinning.
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Powell, Mary Cynthia Barton. "Podcast Effectiveness as Scaffolding Support for Students Enrolled in First-Semester General Chemistry Laboratories." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30502/.
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Podcasts covering essential first-semester general chemistry laboratory techniques and central concepts that aid in experimental design or data processing were prepared and made available for students to access on an as-needed basis on iPhones- or iPod touches-. Research focused in three areas: the extent of podcast usage, the numbers and types of interactions between instructors and research teams, and student performance on graded assignments. Data analysis indicates that the podcast treatment research teams accessed a podcast 2.86 times on average during each week that podcasts were available. Comparison of interaction data for the lecture treatment research teams and podcast treatment research teams reveals that interactions with instructors were statistically significantly fewer for teams that had podcast access rather than a pre‐laboratory lecture. The implication of the results is that student research teams were able to gather laboratory information more effectively when it was presented in an on-demand podcast format. Finally, statistical analysis of data on student performance on graded assignments indicates no significant differences between outcome measures for the treatment groups when compared as cohorts. The only statistically significant difference is between students judged to be highly motivated; for this sub‐group the students in the podcast treatment group earned a course average that was statistically significantly higher than those in the lecture treatment group. This research study provides some of the first data collected on the effectiveness of podcasts delivered as needed in a first-semester general chemistry laboratory setting.
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Huang, Yi-Min, and 黃一民. "On the Design of Constructivist Instruction Design Based on Scaffolding and Object-Oriented Techniques." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/13150251416990400765.
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碩士<br>國立中正大學<br>資訊工程研究所<br>90<br>In the recent years, the information technology is growing fast. This phenomenon has shown an indirect benefit of the change on instruction application. Recently, government has carried out some activities about information technology to integrated instruction. There are three essential elements about information to integrate instruction, the information equipment, the students’ information ability, and the teachers’ integration ability for teaching. The most difficult is how to improve information technology integrated instruction.
1.Based on the literature, we study some characteristic and procedure of
constructivist learning and teaching strategic, and propose a design framework based on UML for description instruction procedure and design instruction material.
2.Based on the above framework, we analyze the behavior, characteristic and
the procedure of the scaffolding teaching methodology. The implement tools are PowerPoint and VBA (Visual Basic for Application).
3.The instruction material will be evaluated by Expert Evaluation methodology and correct by their evaluation results.
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Ying, Lin, and 林穎. "Exanmining Technique and Evaluating Procedures of Frame-Type Scaffolding." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/88337398170193021191.
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碩士<br>國立中興大學<br>土木工程學系<br>87<br>The objectives of this paper are to establish an examining technique and an evaluating procedure for temporary structures which are frame-type scaffolding. The frame-type scaffolding is widely used in the current construction sites of Taiwan. The accomplishment of examining and evaluating will ensure the frame-type scaffolding to work as its original design criterion. Thus, the safety of frame-type scaffolding is definitely enhanced and the failures of temporary structures can be minimized or reduced.
This research finds that the test of load-carrying capacity for individual elements of frame-type scaffolding can serve as the tool of examining technique. In the part of "Explanation and Requirement of examining technique of Frame-type Scaffolding," the criteria of the examining tests are easy and clear as compared with specifications. Three examining units are selected to participate in the project and they are chosen from the northern part, the central part, and the southern part of Taiwan, respectively. The whole examining and evaluating is divided into two parts which include the part of manufacturing phase and the part of working phase. In either phase, the government should supervise the test of examining with the representatives of constructors. For the failed or abandoned scaffoldings, they should be destroyed or removed as soon as possible. For avoiding the misuse in construction sites, the removing process should be superintended by the representative of government. In the practice of the evaluating procedure, four parts are considered. They are engineering insurance, infrastructure, ISO9000, and responsibility of law. In the engineering insurance, it is recommended that the payment of Financial Loss Insurance of Construction Engineering should be either increased or decreased on the basis of the qualification of tests. Since the application in infrastructures can be severer than that in general folk engineering, the evaluating procedure can be practicable in the infrastructure at first. The project of quality handbook with ISO9000 requirements should include the process of examining technique and the evaluating procedure becomes executable. According to the Labor Specifications of Safety and Healthy, some relative items can tell from the discrepancy of different responsibilities. After constructors recognize their rights and responsibilities, they would comply with the requirements of examining technique and evaluating procedure.
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chun-liang, Hsu, and 徐椿樑. "The Effency Analysis of Technique Courses Teaching with Scaffolding Learning Theory." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/62683772633051475717.
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博士<br>國立臺灣師範大學<br>工業教育研究所<br>89<br>Abstract
The purpose of this study was to investigate an efficient teaching method implemented with Scaffolding Learning Theory for instructing technology theory & lab courses-- 「Microprocessor Interface Technique」 in Junior College. The teaching experiment was held after Scaffolding Learning Theory related literature reviewing and building up 「The experimental Teaching Materials for Microprocessor Interface Technique 」 by researcher. A teaching model set up with Scaffolding Learning Theory and practical suggestions were proposed to improve the weakness of traditional teaching methods for technology courses.
There were four main stages in this study：the first research stage focused on related literature review of Scaffolding Learning Theory. The second research stage focused on editing experimental teaching materials and arranging teaching activities with Scaffolding Learning Theory. The third stage worked on implementing experimental teaching. The forth stage focused on teaching effectiveness analysis according to the experimental teaching result and proposing practical suggestion for technology courses teaching.
The research structure and procedures were established certainly after related literature review and experts’ panel discussion. The experimental teaching material was designed by researcher and through experts’ evaluation to verify its availability for instruction. The experimental teaching program was implemented to the forth grade students of Electrical Engineering Department in S.J&S.M Technology Institute under Quasi-experiment design. It was evident that the result of this experimental research showed the significant difference in both academic achievement test and practical technique of Microprocessor Interface after the Multivariate Analysis of Variance. Also, the student’ achievement through teaching method implemented with Scaffolding Learning Theory were obviously superior to that of traditional teaching method, especially in the procedural & conceptual knowledge domain，in which high mental ability is necessarily needed, within declarative, procedural, conceptual knowledge domain。
To prompt the professional technique of students in Junior College, suggestions to improve teaching effectiveness were given to both the teachers cultivation administration department and teachers teaching technology courses as well as a teaching model with Scaffolding Learning Theory.
Key words：Scaffolding Learning Theory, professional technique, teaching model, Quasi-experiment
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Liu, Ching-Yung, and 劉靜勇. "A Study Using AI-based Heuristic Technique in Dynamic Simulation System Multi-objective Optimization-A Case Study of Movable Scaffolding System." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/68486791412122403258.
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碩士<br>國立雲林科技大學<br>營建工程系碩士班<br>95<br>Construct engineering has the extremely high not duplication because of the document demand and the environmental factor. Therefore the simulation most likely aims at an individual case in the application of construction, can''t be long-term and valid of improvement the engineering productivity is poor, the machine tool idle rate and material stock over high condition. This research attempted in view of the recent years gradually to step into the automation, the mechanized production job practice, construct a set of re-usable production to predict and the optimization of resource combine system to improve over a long period of time.
Movable Scaffolding System (MSS) namely to have circulation construction way the high mechanized. Therefore, the progress concert of its lower part structure, the supply and allotment of the resource seem to be particularly important more. This research develops a set of MSS resources combination fuzzy multiobjective inference system using the SIMPROCESS. With dynamic state of the way present process and resource of the MSS structure engineering to supply behavior. Inducts the fuzzy inference, carry on the estimate of system target to revise because of the imperfection caused by the system complicated and artificial indetermination. Tabu Search and Artificial Neural Networks combined to set up inside SIMPROCESS mix of search mechanism, may measures under the double objective to time and cost trade-off, searches for the MSS project most suitable resources combination. Use by the set of MSS actual case, further certificate model of logic rationality and credibility. Construct a database of the user interface to link system model finally, the database will record importation data of each simulation automatically, for the convenience of managing and improving over a long period of time.
Books on the topic "Scaffolding techniques"
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Fields, Donna Lee. 101 Scaffolding Techniques for Languages Teaching and Learning: EMI, ELT, ESL, CLIL, EFL. Editorial Octaedro, S.L., 2019.
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Construction and home repair techniques simply explained: Woodworking, scaffolding, leveling and grading, concrete, masonry, flooring and roofing, exterior and interior finishing, plastering, stuccoing, tiling, etc. Dover, 1999.
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Aschieri, Filippo, Francesca Fantini, and Justin Dean Smith. Collaborative/Therapeutic Assessment. Edited by Sara Maltzman. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199739134.013.23.
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The Collaborative/Therapeutic Assessment (C/TA) paradigm represents a significant shift from the traditional aims and techniques of psychological assessment. C/TA deliberately employs a variety of evidence-based techniques intended to maximize the potential that the process of assessment will result in meaningful therapeutic benefits for clients. The empirical support for the effectiveness of the C/TA approach is promising and demonstrates direct intervention effects on such indicators as self-esteem and symptomatology, as well as improvements in constructs and processes salient to continued psychological care, including the therapeutic alliance, treatment readiness, and distress. C/TA has also been shown to increase participation and retention in subsequent indicated mental health services for populations that traditionally are difficult to engage. This chapter describes the history and evidence-based theory behind C/TA approaches; describes the steps and procedures of the semi-stuctured Therapeutic Assessment model, and presents a thorough discussion of the application of a variety of therapeutic techniques (e.g., circular questioning, scaffolding, psychoeducation, shame modulation, mentalizing) in the context of the C/TA paradigm that increase the likelihood that assessment will result in clinically relevant outcomes. These techniques are applied in a variety of therapy models in psychology but have only recently been explicitly used in the context of psychological assessment for adults, couples, and families with children or adolescents.
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Selverstone, Harriet S. Encouraging and Supporting Student Inquiry. Greenwood Publishing Group, Inc., 2007. http://dx.doi.org/10.5040/9798400645488.
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Assignments that engage students in inquiry topics of their own choosing contribute to motivation and thus to learning. Very often the topics chosen (particularly by high school students) are considered controversial by school administration, parents, community organizations, and others. This practical book discusses the processes, actions, and policies needed to support and encourage high school students in that type of inquiry. Building trusting relationships over time with administration and the school community will be stressed as a way to build a community of true inquiry in your school and library. Classroom teachers and high school librarians will value the advice and scaffolding techniques presented that will enable their school and high school library to become a safe place for student inquiry into issues of their own choosing— controversial or not. The author draws on her 30-plus years as a high school librarian, deeply concerned with the intellectual freedom of the researchers in her library media center and with offering help and reassurance to those trying to implement school library programs that allow all voices to be heard. Grades 9-12.
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Kahn, S. Lowell. Method of Increasing Luminal Scaffolding for Biliary Strictures. Edited by S. Lowell Kahn, Bulent Arslan, and Abdulrahman Masrani. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780199986071.003.0085.
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Benign biliary strictures are a common clinical entity encountered by the interventionalist. Balloon dilatation is an acceptable modality of treatment, but restenosis is frequent. The recoil that follows balloon dilatation of recalcitrant benign biliary strictures presents a treatment challenge. This chapter presents a single-access dual-drainage catheter technique that has been employed successfully for more than 6 years. The procedure involves the standard placement of a large drainage catheter (ideally 14 Fr) across the biliary stricture. A second catheter measuring between 5 and 8.5 Fr is advanced through the hub of the 14 Fr drainage catheter and subsequently exits through a proximal hole of the 14 Fr drainage catheter. At the site of the stricture, there is side-by-side placement of the two drainage catheters providing extra scaffolding despite the 14 Fr percutaneous tract.
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Senay, Banu. Musical Ethics and Islam. University of Illinois Press, 2020. http://dx.doi.org/10.5622/illinois/9780252043024.001.0001.
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At the heart of this study is a musical practice that occupies a significant place in the contemporary public soundscape of Turkey: the art of playing the ney. Intimately connected with Sufism in both the Ottoman Empire and, for better or worse, in modern secular Turkey, the ney has been a popular instrument throughout the Middle East and North Africa. After enduring a checkered social life during the Turkish Republic’s modernizing reforms, today in a more Islam-friendly socio-political environment the ney is flourishing. Based on extensive field research in Istanbul and an apprentice-style method of inquiry, the book documents the lifetime of preparation required to become an expert player of the ney (neyzen). It examines in particular the transformative power of this Islamic art pedagogy to cultivate new artistic and ethical perceptions in learners. Crafting oneself as a neyzen transcends ‘mere’ musical technique in profound ways, as it also involves developing a certain way of living. Exploring firsthand the practical process of musical teaching and learning, together with their ethical scaffolding, the book has theoretical implications for scholars studying many other forms of apprentice-style learning. It also helps redress the underdeveloped understandings and often-polemical claims made in both the media and by Islamophobic discourse concerning processes by which Muslims develop a religious and moral sense.
Book chapters on the topic "Scaffolding techniques"
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Tedick, Diane J., and Roy Lyster. "Effective scaffolding and questioning techniques." In Scaffolding Language Development in Immersion and Dual Language Classrooms. Routledge, 2019. http://dx.doi.org/10.4324/9780429428319-9.
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Stefaniak, Jill E. "Scaffolding Instruction to Support Self-Regulation of Learners." In Advanced Instructional Design Techniques. Routledge, 2023. http://dx.doi.org/10.4324/9781003287049-8.
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Raslan, Gilan. "The Impact of the Zone of Proximal Development Concept (Scaffolding) on the Students Problem Solving Skills and Learning Outcomes." In BUiD Doctoral Research Conference 2023. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-56121-4_6.
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AbstractSchools regularly use the zone of proximal development (ZPD), also known as scaffolding, to help students learn new skills. Students who do not receive enough scaffolding may not be able to acquire the skills at all, while students who receive too much scaffolding may suffer when it is taken away. Additionally, this will have an impact on their capacity for problem-solving and learning outcomes. This systematic literature review's goal is to examine how ZPD and scaffolding effect students’ learning outcomes and the growth of their problem-solving abilities.Through a selection of pertinent publications that have undergone extensive analysis, the study addresses three main research topics.The study's findings revealed that in order to achieve a high level of learning independence for the students and the ability to adapt to new situations leading to more advanced skills, a re-definition of certain concepts along with modifications and amendments on how to apply these new redefined ones, using more advanced teaching methodologies with incorporating technology to help students in exploring new ideas using critical thinking techniques and providing constructive feedback, are needed.
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Le, Nguyen-Thinh, Sabine Niebuhr, David Drexler, and Niels Pinkwart. "Scaffolding Computer Supported Argumentation Processes through Mini Map Based Interaction Techniques." In Design, User Experience, and Usability. Web, Mobile, and Product Design. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39253-5_59.
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Umutlu, Duygu, and M. Emre Gursoy. "Leveraging Artificial Intelligence Techniques for Effective Scaffolding of Personalized Learning in Workplaces." In Advances in Analytics for Learning and Teaching. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14489-9_4.
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Rani, Vinitha, Jayachandran Venkatesan, and Ashwini Prabhu. "Fabrication of Nano-Scaffolding Materials Using Different Techniques and Their Biomedical Applications." In Engineering Materials for Stem Cell Regeneration. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-4420-7_2.
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Pattison, Donna L. "Scaffolding CRISPR Lessons to Accommodate Learning Levels and Resource Availability." In Learning Materials in Biosciences. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-73734-3_12.
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What You Will Learn in This Chapter In this chapter, strategies for the introduction and study of CRISPR-Cas systems and their use as a genomic editing tool will be discussed. Lessons covering the natural role of CRISPR systems in bacteria, the molecular mechanisms, potential applications of the knowledge, and ethical considerations of genome editing are suggested here. An opportunity to expose students to how discoveries are made, shared, and expanded by others is presented by the whirlwind adoption of CRISPR techniques across the scientific community. This chapter provides suggestions on lessons that can stand alone or provide the introduction and background that build expertise and lead up to hands-on wet-bench activities or research projects. Suggested approaches for learners from grade 9 through undergraduate senior level coursework will be offered. Scaffolding knowledge and providing multiple opportunities for interacting with material deepens understanding and helps students retain their learning over time. Course instructors can select activities suitable for the level and expertise of their students and the availability of time and resources to dedicate to the study of these naturally occurring systems that provide a powerful method to edit DNA.
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Laspas, Panagiotis, and Norbert Pfeiffer. "Hydrus Microstent." In Minimally Invasive Glaucoma Surgery. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5632-6_5.
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Abstract The Hydrus® Microstent (Ivantis Inc., Irvine, CA, USA) is an 8-mm intracanalicular scaffold microinvasive glaucoma surgery (MIGS) device which reduces intraocular pressure (IOP) by bypassing the trabecular meshwork and by dilating and scaffolding the Schlemm’s canal. Indications for Hydrus Microstent implantation include primary open-angle glaucoma and pseudoexfoliation glaucoma and it can be implanted either in combination with cataract surgery or as a solo procedure. Studies have shown that the Hydrus Microstent lowers IOP to the mid-teens and reduces glaucoma medication use for up to 2 years. Hydrus Microstent implantation is associated with a favorable safety profile, with adverse effects being generally mild, transient, and self-resolving. Clinically significant and long-standing hypotony or other potentially sight-threatening complications have not been described so far with Hydrus Microstent implantation. This chapter summarizes the design, mechanism of action, surgical technique, and clinical outcomes of the Hydrus Microstent, which is a promising long-term treatment modality for patients with mild-to-moderate primary open-angle glaucoma.
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Anne Zielinski, Beth. "Immunoisolation Techniques." In Scaffolding In Tissue Engineering. CRC Press, 2005. http://dx.doi.org/10.1201/9781420027563.ch13.
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Sutphen, Aminah A. "Investigating Scaffolding Writing Instruction." In Methodologies for Effective Writing Instruction in EFL and ESL Classrooms. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6619-1.ch011.
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Throughout the Arabian Gulf and beyond, higher education students face the challenge of learning to write academic essays in English though possessing limited ability in the language. Scaffolding writing techniques provide support for them as they learn about essay structure while working within their Zone of Proximal Development (i.e. in the metaphorical space between what learners can accomplish unassisted and what they cannot do on their own). This chapter discusses the results of classroom research on how scaffolding writing instruction in English affected tertiary student writing outcomes in the Sultanate of Oman. Instructional techniques used in the study, which include aspects of the Hammond and Gibbons (2005) macro and micro ESL scaffolding model, as well as modeling and collaborative writing, are discussed in detail. The results of the study found that using scaffolding writing techniques revived students' forgotten knowledge of essay structure during approximately ten hours of instruction. In addition, data showed that students favored this instructional strategy.
Conference papers on the topic "Scaffolding techniques"
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Hassanein, Amro, and Ahmed Elsharkawi. "Integrity Maintaining and Cost Saving Advanced CUI Detection Technique (PEC)." In MPWT 2019. NACE International, 2019. https://doi.org/10.5006/mpwt19-14242.
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Abstract Corrosion under insulation (CUI) is a major problem for petroleum and petrochemical process industries that affects the plant mechanical integrity and attacks assets. CUI can result in sudden and hazardous leaks (safety concern), and plant shutdowns with high losses of production (economical concern). Traditional detecting methods of CUI to cut a window in thermal insulation used to inspect visually, to measure the thickness, and then return thermal insulation back, giving high chance for water and moisture ingress, accelerating CUI, moreover big amount of scaffolding erection along with thermal insulation removal required. SHARQ (Eastern Petrochemical Company, one of SABIC companies) is pioneer to study CUI, evaluating many Non–Destructive techniques has proven Pulsed Eddy Current (PEC) as the most effective technique in terms of integrity and cost optimization. Considering all available techniques, all aspects studied, such as range of applications, features, and limitations, it is concluded and verified to meet our inspection plan strategy needs. PEC does not require thermal insulation removal; optimize scaffolding erection, has a wide range of applications related to thickness, and temperature. PEC approved by international codes and standards (API) to meet RBI Meridium software requirements. The validation study results show cost savings of more than 50% compared to traditional thickness measurement methodology, moreover it reduces EHSS (Environment, Health, Safety, and Security) negative impact reduces the probability of safety incidents due to reducing labor, man-hours, and eliminating many associated activities with potential hazard and risk. PEC has high productivity, easily operated, and provides comprehensive and professional inspection report.
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Kus, Slawomir, and Sridhar Srinivasan. "Remote, Visual Inspection and Digital Analysis for External Corrosion Characterization in Refinery Unit Applications." In CORROSION 2021. AMPP, 2021. https://doi.org/10.5006/c2021-16542.
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Abstract External corrosion of coated pipelines and equipment is a common problem in refineries and petrochemical plants, especially at locations with elevated humidity e.g. near cooling towers. Usually manifest as damage to the coating layer (spot or uniform), external corrosion will require timely detection and repair in order to ensure sustained reliability in operations. Locations of coating damages are typically revealed by traditional visual inspection. Sometimes, visual inspection is supported by thermographic imaging and may provide additional insights on potential for Corrosion Under Insulation (CUI). Visual inspection is typically considered to be a low cost and uncomplicated technique. However, it requires significant effort in terms of time and skilled manpower as well as the need for complex infrastructure (scaffolding and / or crane operation are often required), resulting in significant cost of visual characterization. Recent advances in drone technology offer an attractive and cost-efficient alternative to manual methods and are designed to automate many aspects of visual inspection. Automated drone systems for remote imaging facilitate rapid photographic documentation of relevant unit structures or areas without complex and expensive support infrastructure. When integrated with intelligent data processing systems for rapid analysis and mapping of surfaces with damaged coating, cracked supports, damaged insulation jacketing, drone based visual inspection and data analyses techniques provide a robust and low-cost alternative. This can also be easily combined with thermographic imaging to help identify locations where CUI may be occurring. An important element in remote visual inspection is automated post processing and data analysis utilizing special algorithms for e.g. crack detection in concrete supports or coating damages (size, type, density etc.). The current paper provides a conceptual framework for automated visual inspection utilizing remote drone systems. It also presents results from a field case study on inspection of multi-level pipe-racks in a refinery environment. Examples of automated image analysis using dedicated algorithms are also given. Potential benefits and challenges of drone-based data acquisition and analyses are also discussed.
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Butt, Ahmed, Saira Anwar, and Muhsin Menekse. "HOW DO NLP-SUPPORTED SCAFFOLDING TECHNIQUES SUPPORT STUDENTS’ WRITTEN REFLECTIONS?" In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.2036.
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Liu, Dingdong, Sensen Gao, Zixin Chen, et al. "Exploring Scaffolding Techniques for Agent-Administered Brief Cognitive Screening in Hospital Settings." In DIS '24: Designing Interactive Systems Conference. ACM, 2024. http://dx.doi.org/10.1145/3656156.3663697.
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Gonzalez Lara, Ane. "LWS - Light Weight Shutter." In 2017 ACSA Annual Conference. ACSA Press, 2017. http://dx.doi.org/10.35483/acsa.amp.105.23.
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Muis, Abd, Arsad Bahri, and Muhammad Junda. "The Effectiveness of Experiential Learning Models with Scaffolding Techniques (MELS) in Biology Learning." In Proceedings of the 1st International Conference on Advanced Multidisciplinary Research (ICAMR 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icamr-18.2019.53.
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Nelson, Justin, Anna Maresca, Bradley Schlessman, Jerred Holt, John Kegley, and Alan Boydstun. "Evaluating the Efficacy of Structured Analytic Techniques (SATs) as a Support System to Enhance Decision-Making within ISR Mission Environments." In AHFE 2023 Hawaii Edition. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1004458.
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U.S. Air Force military operators involved with Intelligence, Surveillance, and Reconnaissance (ISR) missions are required to process, exploit, and disseminate (PED) collected intelligence within friendly and hostile environments in near-real time in order to provide geographical locations and ground movement patterns. Intelligence collected during ISR operations are then implemented into future strategic planning to provide our military an edge in the battlefield. However, the information collected can be vague, incomplete, or ill-defined resulting in operators making poor or inadequate decisions. Therefore, the objective of this study was to evaluate the effectiveness of two structured analytic techniques (SATs) against a control group when interpreting and comprehending narrative content in order to support and facilitate current tool development and future technology transition within the ISR community. Three groups of 25 participants (N=75) were randomly assigned to one of two analytic techniques or a control approach and provided a narrative. The SATs implemented were the Method for Defining Analytical Questions (MDAQ) which was developed in-house by our ISR subject matter experts (SMEs), a Scaffolding approach, or a Control approach. MDAQ is a repeatable process focused on identifying an indicator and its association to a person, place, or event before providing a solution. Scaffolding is founded on determining a problem statement, generating a solution, providing justification, evaluating the hypothesis, and providing a solution. For the Control approach, participants read through the content and provided a solution. The objective of the study was to determine if providing a structured analytic technique would enhance the detection of essential elements of information (EEI) embedded within the narrative leading to improved performance accuracy. The findings provided underlying evidence that implementing a Scaffolding approach significantly improved performance accuracy compared to MDAQ and Control (p<0.01). Moreover, a statistically significant difference was detected within the MDAQ group when participants repeated the process compared to those who only went through the process once (p<0.01). Nevertheless, the findings suggests that providing participants with a structured analytic technique enabled them to identify and interpret critical EEIs that maybe overlooked otherwise resulting in improved performance accuracy. This discovery will support human-computer interactions for future ISR tool development.
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Alnumay, Yazeed, Hesham Jifri, Ahmed Albrahim, Amjad Felemban, and Fadl Abdellatif. "Carbon Footprint Reduction Through the Use of Drones for Inspection Activities." In ADIPEC. SPE, 2022. http://dx.doi.org/10.2118/210836-ms.
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Abstract Assets in the energy industry require periodic inspections to monitor their health and integrity. These inspection activities are typically performed manually by operators. However, a significant portion of the assets are also elevated and are hard to reach without the use of scaffolding. The use of scaffolding involves a complex process that includes manufacturing, transportation, and other associated logistics. These activities contribute to the carbon footprint related to inspection activities leading to increased emissions. Recently, the use of robotic and automated inspection solutions is being increasingly adopted by energy companies and the overall market as a whole. These advanced solutions could potentially play a valuable role in the reductions in carbon emissions by minimizing both the manufacturing and transporting of scaffolding for inspection activities. In this study, we aim to quantify the environmental benefit of such solutions within the energy industry. In order to quantify the decrease in carbon emissions, we examine the carbon emissions of extracting raw materials, manufacturing, and transportation of scaffolding. We compare this to the carbon cost of manufacturing batteries and inspection technologies along with their respective power consumption. Our initial results show that switching from traditional scaffolding techniques to drone-based solutions resulted in approximately a 30-fold decrease in emissions from 4.54kg CO2e per inspection job, if scaffolding is used, to 156 g CO2e using drone-based solutions. This was achieved by minimizing scaffolding manufacturing and transportation activities in comparison to drone manufacturing and power consumption. Robotic and drone inspection is a recently emerging field that has captured the attention of large energy institutions around the globe. Our study aligns with the ambitious initiatives in reducing carbon emissions and driving a successful transition to sustainable energy. The novelty of this paper is that it analytically investigates the driving force behind the innovative inspection technologies that are recently emerging in the market. Additionally, it quantifies the positive impact of these technologies from the perspective of reducing carbon emissions, leading to sustainable energy.
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"The Eclipse Java Metamodel - Scaffolding Software Engineering Research on Java Projects with MDE Techniques." In International Conference on Model-Driven Engineering and Software Development. SCITEPRESS - Science and and Technology Publications, 2014. http://dx.doi.org/10.5220/0004715303920399.
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Mbogo, Chao, Edwin Blake, and Hussein Suleman. "Design and Use of Static Scaffolding Techniques to Support Java Programming on a Mobile Phone." In ITiCSE '16: Innovation and Technology in Computer Science Education Conference 2016. ACM, 2016. http://dx.doi.org/10.1145/2899415.2899456.
Full textReports on the topic "Scaffolding techniques"
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Пахомова, О. В. Using Scaffolding Strategy for Teaching Creative Writing. Маріупольський державний університет, 2018. http://dx.doi.org/10.31812/0564/2145.
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The article deals with scaffolding strategy for teaching creative writing in the English classroom. The importance of using the creative writing technique, which is an effective means of optimization and intensification of the process of foreign language study, for forming students' communicative competence in writing is highlighted. It is supposed that an elaborated scaffolding strategy might help lecturers to organize the educational process with maximum capacity and successful results. A variety of techniques such as intensive usage of graphic organizers ("Plan Think Sheet", "Mind-map", "Concept Map", "Clustering", "Spider Map", "Cycle", "Chain of Events", "Web"), "Teaching by Example", "Sentence Stem Completion" / "Close procedures", “Stream of Consciousness”, Genre scaffolding techniques are recommended to empower learners' creative abilities to write and express themselves on any topic using the wide range of writing techniques with the relevant structure and vocabulary.