Reflection, Feedback & Scaffolding

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Strategies for learning improvement

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Ақжарқын

Kazajstán

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Reflection, Feedback & Scaffolding


Froggy Jumps Reflection, Feedback & ScaffoldingVersión en línea Strategies for learning improvement por Ақжарқын 1 1. What is reflection? a Thinking about your own learning b Reading a story without thinking c Copying someone else’s homework 2 2. Who usually does reflection? a Only the teacher b The student c The principal 3 What is feedback? a Talking about the weather b Playing a video game c Information about performance to improve 4 Effective feedback should be: a Punitive or critical without guidance b Only about mistakes c Specific, timely, and constructive 5 Scaffolding is: a A type of summative assessment b Temporary support to help students perform tasks they cannot do alone c A permanent curriculum framework 6 Which is an example of scaffolding in English lessons? a Letting students guess everything without guidance b Giving the final essay model without discussion c Providing sentence starters and structured outlines 7 Which is NOT a form of feedback? a Ignoring student questions b Self-assessment c Teacher comments 8 Why is reflection important? a It develops metacognitive awareness b It ensures perfect grades without effort c It allows students to ignore feedback 9 What is the primary purpose of reflective practice in learning? a To memorize content without applying it b To help learners analyze actions and outcomes for better future decisions c To increase passive listening in lectures 10 Which type of feedback is most effective for guiding improvement? a Only negative feedback with no suggestions b Generic praise c Specific, actionable feedback tied to clear goals 11 What does scaffolding aim to provide during a task? a Overloading with hints from start b Permanent, unchanging guidance c Support that is gradually removed as competence grows 12 Which question best promotes reflection after a learning activity? a Did I finish on time? b What is the test format? c What worked well, what didn’t, and why? 13 Feedback should be delivered when to maximize impact? a Only at the end of the course b Close in time to the action and with a clear plan c Before the learner attempted the task 14 Which scaffolding strategy involves modeling a process for learners? a Silent observation b Explicit demonstration followed by guided practice c Immediate independent work without examples 15 What role does learner self-assessment play? a Causes more errors by learners b Reduces accountability c Encourages metacognition and ownership of learning 16 How should feedback address affective as well as cognitive aspects? a Focus only on grades b Ignore emotions to stay objective c Acknowledge effort and strategy, not just outcomes 17 Which is NOT a characteristic of effective scaffolding? a Timed release of supports b Tailored prompts c Permanent dependency on support 18 When is the best time to reduce scaffolds? a As the learner demonstrates mastery and fluency b At the start of the course c Only after a failed attempt

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Reflection, Feedback & Scaffolding

Froggy Jumps

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Reflection, Feedback & ScaffoldingVersión en línea

por Ақжарқын

1. What is reflection?

2. Who usually does reflection?

What is feedback?

Effective feedback should be:

Scaffolding is:

Which is an example of scaffolding in English lessons?

Which is NOT a form of feedback?

Why is reflection important?

What is the primary purpose of reflective practice in learning?

Which type of feedback is most effective for guiding improvement?

What does scaffolding aim to provide during a task?

Which question best promotes reflection after a learning activity?

Feedback should be delivered when to maximize impact?

Which scaffolding strategy involves modeling a process for learners?

What role does learner self-assessment play?

How should feedback address affective as well as cognitive aspects?

Which is NOT a characteristic of effective scaffolding?

When is the best time to reduce scaffolds?