SCAFFOLDING
Instructional scaffolding is tailored support given during the learning process. Scaffolding is a familiar concept. Parents naturally provide a scaffold of support for their children while they are in the initial stages of learning a new task. This support allows the child to connect to the whole experience even before he or she is entirely capable of managing all the demands. Typically, this type of support is tapered off, or withdrawn as the learner becomes increasingly capable of independently managing all aspects of the task.
In a classroom learning environment, scaffolding can be provided through a wide variety of supports in various contexts. For example, it is occurring each time a teacher begins a discussion with relatively easier questions, moving at the optimal moment, to questions prompting higher cognitive engagement as represented by Bloom’s Taxonomy. Scaffolding is also happening when a new skill or strategy is initially practiced in the context of content that is less complex; again with plans for expanding the demands of the task. Implementation of a gradual-release-of-responsibility lesson sequence is also a form of scaffolding. This type of scaffolding begins by providing exposure to models, moves onto guided and collaborative practice with quality feedback, and ultimately releases responsibility to the learner for independent use. Resources such as glossaries and sentence stems, templates and guides, collaborative analysis of product models, think alouds, coaching, advice, pre-teaching, structured talking time through think-pair-share, triad teams, and turn-and-talk can also all be used to scaffold a learner from where they are to where they need to be.
In these ways and many others, instructional scaffolding can be used to temporarily bridge the gap between what the learner is presently capable of and what he or she is expected to be capable of in the future. Scaffolding is applied in-lieu-of adjusting the learning goal. The end point is not compromised; rather the route and the timing are personalized. This process is consistent with Lev Vygotsky’s concept of an expert assisting a novice or apprentice. Vygotsky (1896-1934) was convinced that a child could be taught any subject by implementing social or interindividual support at the zone of proximal development (ZPD) or the point where independent action becomes insufficient.
Key elements of scaffolded instruction include: 1) shared ownership, or responsibility for a common goal (Rogoff, 1990), (2) ongoing diagnostic assessment and adaptive support (Wood et al., 1976), (3) dialogues and interactions, and (4) fading and transfer of responsibility. Scaffolding supports have been classified by Wood, Bruner and Ross’s 1976 study and include: (1) recruiting the learner’s interest, (2) reducing the degrees of freedom by temporarily simplifying the task, (3) maintaining direction, or focus, (4) highlighting the critical task features, (5) controlling frustration, and (6) demonstrating ideal solution paths. These six types represent scaffolding options, from which the supporter(s) can select most appropriate action based on the needs of the learner as the task proceeds. Scaffolds as temporary instructional supports are utilized in high functioning instructional settings on an as needed basis in whole group instruction as well as in more customized forms offered to meet the specific needs of English language learners (ELLs), students with disabilities (SWDs) and students who are struggling with the content.
Increased understanding and implementation of scaffolding can be expected to result in students learning more efficiently and effectively while becoming more conscious of structures, tools and processes that are compatible with how they learn.
For more information contact: Office of Special Programs 304.558.2696 wvde.state.wv.us/osp/