| A | B |
|---|
| Acknowledging and Encouraging | Giving positive verbal or nonverbal attention that promotes a child’s persistence and effort |
| Giving Quality Feedback | Providing specific information on a child’s performance or responding to questions and comments. |
| Modeling | Displaying or showing children a skill or desirable way of behaving or speaking |
| Demonstrating | Showing the correct way to perform a skill or procedure while children observe the outcome. |
| Giving Cues, Hints, and Offering Assistance | Reminding children of what they already know and can do, and helping them to use that knowledge for new learning. |
| Creating and Adding Challenges | Making learning situations harder by generating a problem, or adding difficulty to a task so that it is a bit beyond what children have already mastered. |
| Questioning | Eliciting different types of responses and promoting different types of thinking. |
| Co-constructing | Thinking with different points of view; working collaboratively to solve a problem or clarify a concept. |
| Giving Direct or Explicit Instruction | Explicitly giving directions for completing a task; providing facts, verbal labels, or other specific information; or providing instructions for a child’s action or behavior. |
| Scaffolding | Supporting children’s ability to accomplish learning tasks that they could not otherwise accomplish independently; using strategies such as cues, hints, assistance, questions, and so on to help children work “on the edge” of their current level of competence. |
