If teachers fail to design connected scaffolds than the class will develop only limited capabilities. He explains that this can be done by choosing only those scaffolding tools which have similar structures, assignment objectives, and interactive styles (Tabak, 2004). Hence when considering the scaffolds for developing skills of weak students, I will make sure that the scaffolds are complementing not only the main learning objective but also one another.
References
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Hogan, K., & Pressley, M. (1997). Scaffolding student learning: Instructional approaches & issues. Cambridge, M.A.: Brookline Books, Inc.
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Puntambekar, S. & Kolodner, J.L. (2005). Toward implementing distributed scaffolding: Helping students learn science from design. Journal of Research in Science Teaching, 42(2), 185-217.
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