Effective Scaffolding

Scaffolding is useful within what Vygotsky called the ZPD. When students are ready to proceed onto the next level but can only do so through guidance from an adultand with the presence of enough challenge so that the task is motivating but not overwhelming.

There are many ways teachers are involved the process of scaffolding. Some are done with clear planning but others are done without teacher’s knowledge. Some very effective ways of scaffolding has become part of everyday teaching. Instructional scaffolding is most effective when it contributes to the learning environment. In an effective learning environment, scaffolding is gradually added, then modified, and finally removed according to the needs of the learner. Eventually, instructional scaffolding will fade away. For example. A primary math teacher is introducing the addition of two digit numbers. She first solicits the students’ interest by using a “hook” such as an interesting story or situation. Then she reduces the number of steps for initial success by modeling, verbally talking through the steps as she works and allowing the students to work with her on the sample problems. An overhead projector is a great tool for this activity because the teacher is able to face the class while she works the problems. She can then pick up non-verbal cues from the class as she works. The students' interest is held by asking them to supply two digit numbers for addition, playing "Stump the Teacher". She takes this opportunity for further modeling of the skills and verbally presenting the process as she works through these problems.

 

The students are then allowed to work several problems independently as the teacher watches and provides assistance where needed. The success rate is increased by providing these incremental opportunities for success. Some students may require manipulatives to solve the problems and some may require further “talking through” the procedures. These strategies may be applied individually or in small groups.

More challenging problems can then be added to the lesson. Further explicit modeling and verbalization will be required. Some students will be able to work independently while some will require more assistance and scaffolding. She will begin to fade the scaffolding as soon as she is sure that the students can effectively function alone. 

According to Department of education of America, an effective way to teach complex cognitive processes is through providing scaffolds for students based on their specific needs and adjusting scaffolds to accommodate them in their unique progression toward learning goals