Learning Objectives & Strategies:
Explore stances used (A) to make move (B) to support move-making in Move 1
1. Understand what the 3 moves are? ('Introduction' & 3 Moves).
2. Look at the sentences that make move and the stances used.
3. Look at the supporting sentences and the stances used.
4. Compare why supporting sentences are differnt from move-making sentences.
5. Check out the ratios of stances used (A) to make move only & (B) overall in Move 1.
Title: Scaffolding Complex Learning: The Mechanisms of Structuring and Problematizing Student Work Author: Brian J. Reiser Journal: THE JOURNAL OF THE LEARNING SCIENCES, 13(3), 273–304
Clause
Making Move?
(Y/N)
Stances
Move 1, "Establish a Territory," Introduction 1 (*green= Stance Keywords)
1
(Y) Generalization:
Med Argumentative
1. There ismuch interest in education reform in using technology to support learners.
2
(Y) zoom in on one specific focus
Non Argumentative
2.One aspect of the argument for technology has been that --software can be used to help learners succeed in more complex tasks than they could otherwise master (Davis& Linn, 2000; Edelson, Gordin, & Pea, 1999; Guzdial, 1994; Quintana, Eng, Carra, Wu,&Soloway, 1999; Reiser et al., 2001).
3
(Y) definition of that specific focus, ?scaffolding
Non-Argumentative
3.Researchershave invoked the notion of scaffolding, a construct crafted to characterize how more experienced peers or adults can assist learners. (definition of that specific focus called scaffolding)
4
(N) develop on the focus, scaffolding
Non-Argumentative: to describe fact
4. As defined in early research, scaffolding is said to occur when a more knowledgeable person helps a learner succeed in tasks that would be otherwise beyond their reach (Wood, Bruner, & Ross, 1976).
5
(N) develop on the focus, scaffolding
Tentative: to show some degree of
5.In the last two decades of learning sciences research, scaffolding has become increasingly prominent.
6
(N) develop on the focus, scaffolding
Non-Argumentative: to describe fact
6.Scaffolding isa key strategy in cognitive apprenticeship, in which students can learn by taking increasing responsibility in complex problem solving with the guidance of more knowledgeable mentors or teachers (Collins, Brown, & Newman, 1989).
7
(N) develop on the focus, scaffolding
Non-Argumentative: to describe fact
7.Many different approaches to scaffolding have emerged from the design research on interactive learning environments, --and a variety of design guidelines or principles have been proposed (Edelson et al., 1999; Guzdial, 1994; Kolodner, Owensby, & Guzdial, 2004; Linn, 2000; Reiser et al., 2001).
