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    The document describes the Affective-Metacognitive-Analytic Scaffolding Intervention which combines three scaffolding strategies: affective, metacognitive, and analytic. The affective scaffolding focuses on beliefs, attitudes, and emotions using techniques like affirmation and anchoring. The metacognitive scaffolding involves planning, monitoring, and evaluation using goals, questions, feedback, and reviews. The analytic scaffolding promotes deep processing and cognition through explaining, reviewing, restructuring and developing conceptual thinking.

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    Detailed Amas

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    The document describes the Affective-Metacognitive-Analytic Scaffolding Intervention which combines three scaffolding strategies: affective, metacognitive, and analytic. The affective scaffolding focuses on beliefs, attitudes, and emotions using techniques like affirmation and anchoring. The metacognitive scaffolding involves planning, monitoring, and evaluation using goals, questions, feedback, and reviews. The analytic scaffolding promotes deep processing and cognition through explaining, reviewing, restructuring and developing conceptual thinking.

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    The document describes the Affective-Metacognitive-Analytic Scaffolding Intervention which combines three scaffolding strategies: affective, metacognitive, and analytic. The affective scaffolding focuses on beliefs, attitudes, and emotions using techniques like affirmation and anchoring. The metacognitive scaffolding involves planning, monitoring, and evaluation using goals, questions, feedback, and reviews. The analytic scaffolding promotes deep processing and cognition through explaining, reviewing, restructuring and developing conceptual thinking.

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    40 views2 pages

    Detailed Amas

    Uploaded by

    bryanpete tabada
    The document describes the Affective-Metacognitive-Analytic Scaffolding Intervention which combines three scaffolding strategies: affective, metacognitive, and analytic. The affective scaffolding focuses on beliefs, attitudes, and emotions using techniques like affirmation and anchoring. The metacognitive scaffolding involves planning, monitoring, and evaluation using goals, questions, feedback, and reviews. The analytic scaffolding promotes deep processing and cognition through explaining, reviewing, restructuring and developing conceptual thinking.

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    Table 1.

    The Affective-Metacognitive-Analytic Scaffolding Intervention

    SCAFFOLDING INTENTIONS ASPECTS SCAFFOLDING STRATEGIES

    AFFECTIVE Beliefs  Affirmation


     Anchoring

    Attitude  Positive Self-Talk


     Reframing
    Emotion  Rapport
    METACOGNITIVE Planning  Goal-setting
     Visualization
    Monitoring  Question Prompts
     Reciprocal Feedbacking

    Evaluation  Peer Review


     Expert View
     Reflective Logs

    ANALYTIC Deep Processing  Explaining, Reviewing and Restructuring


    Cognition  Developing Conceptual Thinking

    The intervention combines three scaffolding strategies; i.e., affective, metacognitive, and
    analytic. The affective scaffolding uses affirmation and anchoring on the emotional aspect. Positive self-
    talk and reframing for motivation while rapport for developing the attitude.

    These techniques from the neuro-linguistic programming (NLP) have been applied in various
    performance-related and learning contexts (Bandler & Grinder, 1975) and recently it has been seen as
    one of the resources to enhance effectiveness of language instruction (Hardingham, 1998). NLP claims to
    help achieve excellence of performance in language teaching and learning, improve classroom
    communication, optimize learner attitudes and motivation, raise self-esteem, facilitate personal growth
    in students, and even change their attitude in life (Thornbury, 2001).

    An affirmation is a pithy statement of a goal that assumes the goal is possible and achievable,
    and keeps the mind focused on it. Visualization, or visual imagery as it is often known, can generate
    powerful performances, especially when they are linked to a very specific goal. Anchoring relates to any
    stimulus or representation (internal or external) that is connected to a trigger. Anchors are timeless and
    once set up they may run someone’s life from the day of their creation. Anchors that are negative must
    be changed to the positive (Bandler & Grinder, 1975; Grinder & Bandler, 1976; O’Connor & Seymour,
    1995).

    Reframing is the technique that the teacher utilizes by relating to personal experiences and
    makes it concrete and tangible for the learners. It can be used to modify students’ conception of
    themselves or of the language, which makes it a powerful motivational tool. Rapport is putting on the
    perspective of others over yours in a certain situation to understand his/her reaction and action.

    On the metacognitive scaffolding, goal-setting and visualization are utilized in the planning
    stage. Question prompts and reciprocal feedbacking for monitoring and peer review, expert view and
    reflective logs for evaluation.

    Anghilleri’s level of support is employed in the analytic scaffolding. These are explaining,
    reviewing, restructuring and developing conceptual thinking.

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