Instructional Scaffolding

Scaffolding is an approach to course and assignment design that involves breaking the
learning objectives into manageable steps and providing teacher support throughout the
learning process. The theory behind scaffolding is that when learners first approach a new
skill or subject matter, they can accomplish much more with support (Bruner, 1966). As they
master each step, those supports can gradually be withdrawn, until the learner is able to
tackle these tasks completely independently. The form one students are at the Adolescent
stage in their personal development and are experiencing emotional and physical changes as
they transition to adulthood. This lesson is significant as the students are often unable to
explain why they are experiences physical changes and are unaware of the changes they are
experiencing. The scaffolding approach can guide them in structuring these changes and
appreciating the experiences of their peers who share similar changes. Together the students
can formulate coping skills to deal with the challenges faced during this critical time in their
development with the assistance of the teacher, who can assist based on their knowledge and
experiences.

The art of teaching is no easy task and teachers are charged with the responsibility of

crafting techniques and presenting their knowledge of various topics, in ways consistent with

student’s views, to assist them in gaining knowledge and being an independent thinker on

various topics.

As articulated by Cohen, Blair and Taylor (2011), the method of teaching is as important

as the content to be taught. In light of such, it ought to be delivered in the most comprehensible

manner, to equip students with the ability to teach the content to someone else in an effective

way, having understood the objectives of each lesson. This section offers a description of

scaffolding and how it is implemented to teach a major complex.

 Scaffolding is a teaching approach that has proven to achieve this objective. It is a

central teaching approach when presenting complex and challenging assessment tasks to

students.

Scaffolding originated as a teaching strategy from Lev Vygotsky’s sociocultural theory

and the concept of the Zone of Proximal Development (ZPD). The ZPD is the difference

between what students are able to do independently given certain tasks, and what they can

achieve with guided assistance.

Vygotsky describes the scaffolded approach as and the integration of a number of

specific tasks and activities inclusive of models, cues, prompts and direct instruction, that take

student through the learning process. These scaffolds integrate, support and assist students’

learning in transitioning them from the initial stage of learning where they have little or no

knowledge of a topic to a particular stage of independent learning.

 Flowchart on Instructional Scaffolding

At the final step students should be

capable of working independently as
they have gained new knowledge.

Scaffold

At the third step scaffolds are

introduced in the form of direct
instructions etc. that assist students
New task in completing the new task.
At the second step the students are
presented with new tasks that they
cannot complete independently

Foundational
Knowledge
The first step includes the pre-
knowledge students possess and their
present capabilities

At this initial stage of learning (ZPD), students are at the difficult stage where topics

introduced are unfamiliar or unknown to the majority of students. The teacher applies the

scaffolded approach where there is step by step guide to get the students to understand gradually.

As students gain greater understanding of the topic they graduate from the ZPD to the stage of

independent learner. At this stage, they are more knowledgeable about the topic and less

dependent on the teacher.

 Scaffolds provide students with a bridge to accomplish specific tasks and to develop

understanding that some students are able to manage independently. Teacher assistance is

gradually withdrawn with the responsibility for learning gradually being diverted to the learner.

The ultimate goal is for the learner to complete tasks or master concepts independently.

Instructional scaffolding provided students with a structured framework and assistance in

commencing a project. This disciplined structure provides students with an opportunity to utilise

details in a structured pattern and to understand fundamental principles and concepts. This

reduces confusion with respect to the planned construction process making it more

comprehensible and ultimately achievable. (Cohen, Blair and Taylor 2011).

This approach can be analogous to that of a child learning to walk where aids are used to

stand and make tiny steps, these aids are similar to the scaffolds used in each lesson that assist

the students to learn a particular topic. Eventually the child no longer requires such aids and is

able to walk independently. This is the objective of the use of scaffolds where eventually the

student will rely less on the teacher and scaffolds to become an independent learner.

Cohen, Blair and Taylor (2011) emphasises scaffolding as having the ability to grant

student independence and as it places responsibility and ultimately control of the learning

process on the student. However, this process can be time consuming and may not fit into

everyday teaching practice with a syllabus to complete within a given period. Students may also

become dependent on scaffolds to learn and may rely too heavily on this assistance. Therefore it

may be difficult for the teacher to know when to remove the scaffolds. The implementation of

scaffolds has proven to be useful but may come with difficulties in terms of implementation.