Main proponents of Collaborative /group learning process postulates that the teacher must continuously apply scaffolding during the classroom learning. Gillies and Ashman elucidate that teachers ought to comprehend the gap between what the students can learn without aid and that which they need assistance.

Always, the teacher will seek to bridge this gap by guiding the students to begin from what they know to what they do not (Brady, 15). This is a shift from the conservative view of the learning process, which had shaped the education system for long. The perception was that the students are just mere recipients of the teachers’ information and hence the teachers would question the students not only to understand what they do not know but to intimidate them as well.

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