I better understand the use of questions. I can now use the right and suitable questions with the student. Before, I just asked questions of the students without concern of the question type. Now I can organize or prepare before I use the question. For example, if I want to know the students’ understanding of my lesson, I know now what type of question I should ask them. If I want to know the students’ interest in my lesson I can ask them, you ever learnt or “Have studied this lesson before?” When the students answer, I have seen and “Yes, learnt this lesson before”, it might mean that they are interested in my lesson. This is the first question that is used to show the interest of the students. The second question is to test their knowledge. This question will be used during my teaching time. We might teach them first and ask them how much they have understood of the lesson by using a good question. Third, it is a question to search for the information from them and it is the last question. The teacher might ask, you have another answer?” or can you use this lesson in “Do “How your real life situation?” The results indicate that the both teachers utilised scaffolding questions to aim to improve their students’ understanding of mathematical contents. In cooperative learning, the frequency and the quality of teachers’ scaffolding influenced the students’ teamwork and students’ mathematics achievement. Discussion and Recommendations The analysis of data that Mrs Supa tended to use proactive scaffolding and scaffolding questions in her class rather than the use of reactive scaffolding. In contrast, Mrs Malee utilised more reactive scaffolding rather than using proactive scaffolding and scaffolding questions. Mrs Supa actively enhanced the team social skills and role play skills of the students in her classroom by modelling how the students could provide help and support their team members in their cooperative learning classroom. This could be because Mrs Supa has experience in the use of peer tutoring. The teachers were able to build on and extend their knowledge about cooperative learning to such an extent, that by the end of this study, they developed much expertise in the implementation of cooperative learning. In particular, they frequently asked scaffolding questions and comments that permitted their students to achieve goals that they would have
I better understand the use of questions. I can now use the right and suitable questions with the student. Before, I just asked questions of the students without concern of the question type. Now I can organize or prepare before I use the question. For example, if I want to know the students’ understanding of my lesson, I know now what type of question I should ask them. If I want to know the students’ interest in my lesson I can ask them, “Have you ever learnt or studied this lesson before?” When the students answer, “Yes, I have seen and learnt this lesson before”, it might mean that they are interested in my lesson. This is the first question that is used to show the interest of the students. The second question is to test their knowledge. This question will be used during my teaching time. We might teach them first and ask them how much they have understood of the lesson by using a good question. Third, it is a question to search for the information from them and it is the last question. The teacher might ask, “Do you have another answer?” or “How can you use this lesson in your real life situation?” The results indicate that the both teachers utilised scaffolding questions to aim to improve their students’ understanding of mathematical contents. In cooperative learning, the frequency and the quality of teachers’ scaffolding influenced the students’ teamwork and students’ mathematics achievement. Discussion and Recommendations The analysis of data that Mrs Supa tended to use proactive scaffolding and scaffolding questions in her class rather than the use of reactive scaffolding. In contrast, Mrs Malee utilised more reactive scaffolding rather than using proactive scaffolding and scaffolding questions. Mrs Supa actively enhanced the team social skills and role play skills of the students in her classroom by modelling how the students could provide help and support their team members in their cooperative learning classroom. This could be because Mrs Supa has experience in the use of peer tutoring. The teachers were able to build on and extend their knowledge about cooperative learning to such an extent, that by the end of this study, they developed much expertise in the implementation of cooperative learning. In particular, they frequently asked scaffolding questions and comments that permitted their students to achieve goals that they would have
Scaffolding_techniques_4Aug11_Final.docx