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Universidade de So Paulo Biblioteca Digital the Pro duo Intellectual DPI Department Tetras Moderns FILCH/FLM Artists e Materials de Revistas Cientficas FILCH/FLM 2008 Constraints to peer scaffolding

How to fill out constraints to peer scaffolding

Point by point instructions for filling out constraints to peer scaffolding:

1. Identify the purpose of the peer scaffolding activity: Determine the specific goal or objectives you wish to achieve through the use of peer scaffolding. This could be enhancing collaboration, improving problem-solving skills, or fostering deeper understanding of a subject.
2. Define the parameters: Clearly outline the boundaries and limitations within which the peer scaffolding activity will take place. Consider factors such as time constraints, available resources, and any specific guidelines or criteria that need to be followed.
3. Determine the desired outcomes: Specify the learning outcomes or skills that participants should acquire or develop through the peer scaffolding process. This could involve higher-order thinking, effective communication, or independent problem-solving abilities.
4. Identify the constraints: Identify the specific constraints or limitations that need to be applied to the peer scaffolding activity. These may include restricting the use of certain resources, setting a maximum time limit, or limiting the scope of the task.
5. Communicate the constraints clearly: Clearly communicate the constraints to all participants involved in the peer scaffolding activity. Provide them with a clear understanding of the boundaries and limitations they need to work within.
6. Provide guidelines or prompts: Offer participants some guidance or prompts to help them navigate within the constraints. These could be in the form of specific questions, instructions, or suggested strategies to approach the task.

Who needs constraints to peer scaffolding?

Anyone implementing a peer scaffolding activity can benefit from using constraints. This includes educators conducting classroom activities, team leaders organizing group projects, or facilitators of professional development workshops. By setting constraints, individuals can create a structured and focused learning environment that promotes collaboration, critical thinking, and problem-solving skills among peers.

Overall, constraints to peer scaffolding help provide a framework for the learning experience, ensuring that participants stay within defined boundaries while still having the freedom to explore and learn from each other.

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