Scaffolding


 * What is Instructional Scaffolding? **

Scaffolding is frequently used by educators and is essential in teaching students new information. It consists of examples and instruction given by the teacher, guided practice with students and eventual mastery of a skill.

**Origin**
The concept of scaffolding originates from Lev Vigotsky's theory, the "zone of proximal development." Scaffolding is defined as what a child can do alone and what he can do with the help of an experienced adult.

**What Is Scaffolding?**
A "scaffold" in this sense is used temporarily, then removed, to help people complete challenging tasks. It offers support until the student can stand alone with his own mastery of the skill involved.

**Scaffolding in Education**
Teachers use scaffolding as a tool daily in their classrooms. First they demonstrate a task or skill to students, then they provide assistance as the student works toward independent mastery.

**Transfer of Responsibilty**
The ultimate goal of scaffolding in education is to transfer the responsibility from the teacher to the student. While students may need initial assistance, eventually educators want them to complete a task on their own.

**Classroom Example**
An example of scaffolding in the classroom setting could include a teacher first instructing her children on how to write a sentence using commas and conjunctions. As the week goes on, she has her students practice writing these sentences with peers, gives students feedback and eventually has the kids to complete this skill without her guidance.

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mind maps || //Maps that show relationships:// Prepare partially completed maps for students to complete or have students create their own maps based on their current knowledge of the task or concept. ||
 * Table 1**
 * **Scaffold** || **Ways to use Scaffolds in an Instructional Setting** ||
 * Advance organizers || //Tools used to introduce new content and tasks to help students learn about the topic:// Venn diagrams to compare and contrast information; flow charts to illustrate processes; organizational charts to illustrate hierarchies; outlines that represent content; mnemonics to assist recall; statements to situate the task or content; rubrics that provide task expectations. ||
 * Cue Cards || //Prepared cards given to individual or groups of students to assist in their discussion about a particular topic or content area:// Vocabulary words to prepare for exams; content-specific stem sentences to complete; formulae to associate with a problem; concepts to define. ||
 * Concept and
 * Examples || //Samples, specimens, illustrations, problems:// Real objects; illustrative problems used to represent something. ||
 * Explanations || //More detailed information to move students along on a task or in their thinking of a concept:// Written instructions for a task; verbal explanation of how a process works. ||
 * Handouts || //Prepared handouts// that contain task- and content-related information, but with less detail and room for student note taking. ||
 * Hints || //Suggestions and clues to move students along:// “place your foot in front of the other,” “use the escape key,” “find the subject of the verb,” “add the water first and then the acid.” ||
 * Prompts || //A physical or verbal cue to remind—to aid in recall of prior or assumed knowledge.// Physical: Body movements such as pointing, nodding the head, eye blinking, foot tapping. Verbal: Words, statements and questions such as “Go,” “Stop,” “It’s right there,” “Tell me now,” “What toolbar menu item would you press to insert an image?”, “ Tell me why the character acted that way.” ||
 * Question Cards || //Prepared cards with content- and task-specific questions// given to individuals or groups of students to ask each other pertinent questions about a particular topic or content area. ||
 * Question Stems || //Incomplete sentences which students complete:// Encourages deep thinking by using higher order “What if” questions. ||
 * Stories || //Stories relate complex and abstract material to situations more familiar with students.// Recite stories to inspire and motivate learners. ||
 * Visual Scaffolds (Alibali, 2006) || Pointing (call attention to an object); representational gestures (holding curved hands apart to illustrate roundness; moving rigid hands diagonally upward to illustrate steps or process), diagrams such as charts and graphs; methods of highlighting visual information. ||

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Lesson plan construction using scaffolding:

Websites for Scaffolding:

[|http://condor.admin.ccny.cuny.edu/~group4/] []