Vygotsky views interaction with peers as an effective way of developing skills and strategies.

He suggests that teachers use cooperative learning exercises where less competent children develop with help from more skilful peers - within the zone of proximal development. Vygotsky believed that when a student is at the ZPD for a particular task, providing the appropriate assistance (scaffolding) will give the student enough of a "boost" to achieve the task. Once the student, with the benefit of scaffolding, masters the task, the scaffolding can then be removed and the student will then be able to complete the task again on his own. In this case, Maria was in the Zone of Proximal Development for successfully hitting a forehand shot. She was doing everything else correctly, but just needed a little coaching and scaffolding from a "More Knowledgeable Other" to help her succeed in this task. When that assistance was given, she became able to achieve her goal. Provided with appropriate support at the right moments, so too will students in our classrooms be able to achieve tasks that would otherwise be too difficult for them.

Scaffolding may include any of the following: giving students hints, providing information to
guide them, such as prompts written on index cards, demonstrating the task at hand and exemplifying the type of thinking required for mastery by "talking aloud" during lecture, and beginning practice with easier material. Once the student has learned the material and skills, s/he has reached independent mastery, and it is appropriate to move on to higher levels. If the student is still having difficulties, an error analysis to determine the cause is appropriate.

Scaffolding The provision for assisted performance is known as scaffolding. Common elements of scaffolding include

task definition direct or indirect instruction specification and sequencing of activities provision of materials, equipment and facilities other environmental contributions

Scaffolding may include assistance with planning, organising, doing and/or reflecting on the specific task. Such assistance is best made available in a timely manner matched to the learning needs and interests of the learner.

The value of scaffolding Effective scaffolding makes two major contributions

makes it easier for the learner to undertake a task successfully and thus o expands the possible learning activities and experiences o increases the rate at which learning may be achieved

extends what is possible for a learner to perform and thus expands the ZPD since the provision of powerful tools and well formed instructions enable higher order problems to be solved more rapidly.

Traditionally the assistance of scaffolding was provided by a teacher directly to a learner in real time. Scaffolding can also be provided indirectly as in the tutorial materials such as worksheets.