32. A teacher helps students understand a dense passage by breaking it into smaller sections and guiding them through each part. Which instructional strategy is the teacher using?
Answer: C
The teacher is using scaffolding as an instructional strategy.
Scaffolding involves breaking down complex information into manageable parts and providing support as students learn. By guiding students through each section of the dense passage, the teacher is facilitating understanding and gradually building their confidence and skills.
A) Inquiry-based learning
Inquiry-based learning focuses on students exploring and investigating questions or problems, leading to deeper understanding through active engagement. This option does not align with the teacher's approach of breaking down a passage into sections, as it emphasizes student-led exploration rather than structured guidance.
B) Dual coding
Dual coding refers to the use of both verbal and visual information to enhance learning. While this strategy supports comprehension, it does not specifically involve breaking down content into smaller sections or providing direct guidance, making it an incorrect choice for the teacher's method described.
C) Scaffolding
Scaffolding is an effective instructional strategy that involves breaking down information into smaller, more digestible parts and providing support to assist students in understanding complex material. This approach directly aligns with the teacher's method of guiding students through each section of the passage.
D) Concept mapping
Concept mapping is a visual representation of relationships between concepts, which helps students organize and integrate knowledge. However, this strategy does not encompass the act of breaking down a dense passage into smaller sections and guiding students through it, rendering it an incorrect choice.
Conclusion
Scaffolding is the most appropriate instructional strategy in this scenario as it involves providing structured support for students to understand complex material. The other options, while valuable in their own contexts, do not directly relate to the method of breaking down a passage and guiding students through it, making them less suitable for this situation.