Teachers are often encouraged to use scaffolding techniques to support their students’ learning. But what exactly is "scaffolding" in an educational setting? Here's what you need to know.
Imagine a construction team building a house. They use scaffolding to complete tasks they could not otherwise do as the house rises. The scaffolding is systematically removed when and where it is no longer needed. Educational scaffolding operates in a similar way.
The concept of scaffolding in education stems from Soviet psychologist Lev Vygotsky’s 1930s theory of the Zone of Proximal Development (ZPD). He observed the range between what learners could accomplish independently and what they could achieve with some guidance from a more knowledgeable person. This helped him determine the precise point where tasks are challenging enough to require support but not too difficult to be unattainable. A person’s ZPD represents tasks they can accomplish with support, but not alone.
In 1976, researchers David Wood, Gail Ross, and Jerome Bruner built on Vygotsky’s work in the seminal paper “The Role of Tutoring in Problem Solving.” The paper explored how a more knowledgeable individual (a tutor) could effectively guide a learner through a problem-solving process by providing temporary support, arguing that structuring lessons that led students to tackle new challenges within their ZPD led to more successful learning outcomes. They coined the phrase "instructional scaffolding" to describe the process of allowing the learner to gradually develop their own skills until they could ultimately solve problems independently.
In a typical scaffolded lesson, the teacher begins by activating prior knowledge, breaking down the skill into smaller parts, and demonstrating the skill in action. Students then participate in guided practice, with the teacher offering tools and support. Throughout this process, the teacher monitors progress, provides feedback, and actively corrects errors. As students gain confidence, the teacher gradually removes support until the students are able to complete the task on their own.
Advocates of instructional scaffolding highlight several benefits. It breaks learning into manageable parts, preventing students from feeling overwhelmed. Scaffolding strengthens foundational skills, ensuring students master essential concepts before moving on. It builds confidence by providing support as students tackle new challenges. Scaffolding promotes independence, as teachers gradually reduce scaffolding as students gain proficiency. It enhances understanding and retention, as the process deepens engagement with the material. Scaffolding encourages participation, as scaffolding provides tools that support thinking and sharing. It reduces frustration, allowing students to progress at a comfortable pace. Finally, scaffolding offers plenty of formative assessment opportunities, enabling teachers to gauge understanding throughout the learning process.
While scaffolding can be highly effective, it’s not always the best fit for every situation. If not removed in time, students may become dependent on these supports. Teachers must skillfully determine when students are ready to work independently, without undermining their progress. If scaffolding is removed too soon, students may lose the confidence they've built. Scaffolding may not be as effective for teaching complex skills like problem-solving and creativity. Some educators worry that scaffolding might inadvertently set lower expectations for student achievement.
Ultimately, scaffolding is just one instructional strategy among many and should be used in conjunction with other methods to meet the diverse needs of students.
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