Instructional Scaffolding

Definition

Scaffolding instruction as a teaching strategy originates from Lev Vygotsky’s sociocultural

theory and his concept of the zone of proximal development (ZPD). The ZPD is the distance

between what students can achieve by themselves versus what they can achieve with

competent assistance. Vygotsky defined instructional scaffolding as the “role of teachers and

others in supporting the learner’s development and providing support structures to get to that

next stage or level” (Raymond, 2000). An important aspect of scaffolding instruction is that

the scaffolds are temporary. As the learner’s abilities increase the scaffolding provided by

the more knowledgeable other is progressively withdrawn. Finally the learner is able to

complete the task or master the concepts independently (Chang, Sung, & Chen, 2002).

Components of Scaffolding

The component parts of the process involved in providing instructional scaffolding includes:

contingency, fading out and transfer of responsibility. Contingency describes the way the

teacher adjusts support to the students’ current level of competence. Fading is the gradual

withdrawal of contingencies, or supports. This occurs as the teacher observes that the student

is becoming competent. Transfer of responsibility refers to the student’s internalization of

new knowledge or skill so that there is a change in cognitions. Transfer of responsibility is

also directly related to the students’ control over the subject matter.
 Transfer of Responsibility

The students will complete the task independently. Each student will write a paragraph explaining
the need for having a government in any country.

Each group will make a presentation of their graphic organizer to the class and teacher.

The teacher will monitor students’ as they work cooperatively in their small groups.

Fading

Using a cooperative learning activity (instructional scaffold) students will create a graphic organizer
examining the consequences for citizens and a country if there is no government.

The teacher will create a graphic organizer on the whiteboard (instructional scaffold).

Contingency

The teacher will utilize a visual (instructional scaffold) to assess the prior knowledge of students for
the topic “Government” through a class discussion.

A flow chart illustrating the use of instructional scaffolds to teach the concept of government
Steps showing how instructional scaffolds will be used to teach the concept of
government

1. The teacher will utilize a poster with the word “Government” to assess the prior

knowledge of students. Students will share their own experiences and ideas about the

concept “Government” as the most knowledgeable other (MKO) the teacher may

offer hints and suggestions to lead students to the connections a bit. The teacher will

be able to adjust her support to the students’ current level of competence based on

class discussion (contingency).

2. On the whiteboard the teacher will construct a large graphic organizer so that students

will be able to create one in their groups (modelling).

3. The students will be placed in groups of no more than four student, each group will

consists of students of varying abilities. The graphic organizers will help guide and

shape the students’ thinking as they will be able to brainstorm and discuss the reasons

for government. The more knowledgeable peers will render support to their

classmates (fading).

4. The teacher will monitor the progress of students in their small groups to ensure that

remain on tasks and become more competent.

5. Each group will make a visual and oral presentation of their graphic organizers to the

class and teacher. The graphic organizers will be reviewed by their peers orally. The

teacher will add to the discussion where necessary to include aspects not given by

students.

6. In this step the teacher will transfer responsibility to the students as they will be able

to complete the task of writing a paragraph to explain the need for having a

government in any country independently.