Imagine this classroom. A teacher sits at a kidney-shaped table with four students. The teacher patiently explains how to solve a long-division problem. Students quietly listen to the teacher’s explanation and do their best to follow along. After the teacher explains the first problem, the teacher directs the students to attempt the next problem on their own. The students struggle, and the teacher steps in to provide scaffolding by walking them through the procedure one more time. This time, the steps are provided a little slower and perhaps a little louder. Does this seem familiar to you? Read more
Lisa A. Brooks
Lisa A. Brooks, EdD, is a lecturer at the University of Central Florida teaching general methods, mathematics methods, and science methods classes. She has a background in elementary education.
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