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Instructional Scaffolding to Promote an Autonomous Learner

Instructional Scaffolding to Promote an Autonomous Learner

Jess L. Gregory
Copyright: © 2017 |Pages: 18
ISBN13: 9781522517535|ISBN10: 1522517537|EISBN13: 9781522517542
DOI: 10.4018/978-1-5225-1753-5.ch004
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MLA

Gregory, Jess L. "Instructional Scaffolding to Promote an Autonomous Learner." Preparing Pre-Service Teachers for the Inclusive Classroom, edited by Patricia Dickenson, et al., IGI Global, 2017, pp. 57-74. https://doi.org/10.4018/978-1-5225-1753-5.ch004

APA

Gregory, J. L. (2017). Instructional Scaffolding to Promote an Autonomous Learner. In P. Dickenson, P. Keough, & J. Courduff (Eds.), Preparing Pre-Service Teachers for the Inclusive Classroom (pp. 57-74). IGI Global. https://doi.org/10.4018/978-1-5225-1753-5.ch004

Chicago

Gregory, Jess L. "Instructional Scaffolding to Promote an Autonomous Learner." In Preparing Pre-Service Teachers for the Inclusive Classroom, edited by Patricia Dickenson, Penelope Keough, and Jennifer Courduff, 57-74. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1753-5.ch004

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Abstract

An autonomous learner has developed an intrinsic motivation that drives him or her to pursue learning for the inherent satisfaction and enjoyment that stems from the acquisition of knowledge. This chapter presents strategies for teachers to develop a classroom of more autonomous learners. In addition to some strategies and sequencing of activities to maximize their impact, the chapter presents Universal Design for Learning as a framework for thinking about all teaching and ways to apply differentiated instruction to meet the needs of all learners. While there is a focus on the experience of a novice teacher, the content of this chapter is relevant for all educators looking to reinvigorate their practice to empower students to be more in command of their own learning.

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