Scaffolding is “a supportive instructional structure that teachers use to provide the appropriate mechanisms for a student to complete a task that is beyond their unassisted abilities” (Ray, 2017, p.14). The zone of proximal development (ZPD) is known as the space just beyond a student’s unassisted ability. Student ZPD may be discovered through who, why, what, where, and how questions posed by the teacher. The teacher analyzes student answers to the posed questions to determine at what point they begin to need assistances in completing the task. The number of questions that need to be asked and analyzed may be different for each student and task. This is usually dependent on teacher knowledge of task and student ability. Student ZPD a living entity that is always changing.
There are three stages to scaffolding process that require constant adjustments. The first stage is contingency. In this stage the teachers model how to complete the task. Teachers also differentiate instruction to meet student learning abilities. The second stage is fading. In this stage, teachers assist students in completing the task. This might mean answering a few questions. This might mean collaborating with the student. This might mean remodeling parts of the task. Students may spend more time in this stage. The third stage is transfer of responsibility. In this stage, students work independently to complete the task. Students may move back and forth between stages multiple times before they have true ownership of the task. At times they might move through to independent without going back and forth between the stages of scaffolding. This is dependent on student background, abilities, and personality or learning style.
Many teachers use the art of scaffolding in their teaching. Scaffolds are used intentionally and unintentionally at all learns levels. Scaffolds are used to assist students for varying reasons. Students may have gaps in their knowledge. Students may have gaps in their skills. Students may have a disability that inhibits them from learning at the speed of their classmates. For example, if you can ride a bicycle, you most likely used a form scaffolding to learn how to ride a bike. Your parent may have held the bike until you were pedaling and could keep the bike upright and moving forward. You may have also used training wheels until you felt comfortable enough to try the skill of riding a bike by yourself. You may have taken the extra wheels off and realized that you still need them to accomplish your goal. You might have needed more or less assistance in learning how to ride a bike than other individuals. Your parents and friends provided the scaffolding you needed to learn how to ride a bike. We use similar scaffolds in the classroom to assistance students.
- Teachers might provide students with an alphabetic strip at their desks.
- Teachers might provide students with a multiplication chart.
- Teachers might provide students with a word wall.
- Teachers might provide a dictionary.
- Teachers might also provide manipulatives for math.
References
Ray, J. (2017). Tiered 2 interventions for students in grades 1-3 identified as at risk in reading. (Doctoral dissertation, Walden University). Retrieved from https://scholarworks.waldenu.edu/dissertations/3826/
van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher-student interaction: A decade of research. Education Psychology Review, 22, 271-296. doi:10.1007/s10648-010-9127-6.
