Scaffolding

Scaffolding is used by teachers to move students beyond their current developmental stage or skill set and into progressively more difficult tasks. Scaffolding relies on sociocognitive learning where the student learns by observing a more competent person solving a problem or completing a task. The teacher provides support and models strategies for the student, then gradually withdras the support.  Scaffolding can also come from other students in the class.

Zone of Proximal Development

The zone of proximal development is the level of interest during scaffolding. Vygotsky theorized that cognitive development occurs at this point. Through scaffolding, teachers move students from the zone of proximal development to the zone of actual development, where they are able to work independently.

The provision for assisted performance is known as scaffolding. Common elements of scaffolding include:

• Task definition
• Direct or indirect instruction
• Specification and sequencing of activities
• Provision of materials, equipment and facilities
• Other environmental contributions
• Modeling

Scaffolding may include assistance with planning, organising, doing and/or reflecting on the specific task. Such assistance is best made available in a timely manner matched to the learning needs and interests of the learner.

As the teacher observes the students at work, he must decide when he needs to step in and model a problem-solving strategy that will pull the students forward in terms of knowledge or skills. The ideal educational environment takes into account an individual's existing skills and developmental level and provides adequate challenges for the student move forward with help and guidance--scaffolding--from the teacher.