Scaffolding And Its Effects On The Classroom

1803 WordsMay 5, 20178 Pages
Scaffolding When a person puts up or builds scaffolding, they are making something that temporarily supports a larger object. It is used to assist something larger until a project or work site is complete. In education, teachers play the role of scaffolding when it comes to how students learn and what they ultimately grasp at the end of their journey through school. Scaffolding can be referred to as a variety of instructional techniques used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process. “Scaffolding” was first coined by psychologist and instructional designer, Jerome Bruner, in the 1960s. Bruner recommends positive interaction and three modes of representation…show more content…
When the students appear to understand the material, they are to join the teacher in solving a new problem. Their understanding is checked as they continue to solve problems. If it appears that the students need more instruction, then more modeling is providing in order to assist the students. If the students are able to demonstrate their knowledge clearly, then the teacher fades, or simply steps away. This allows the students to work independently, but support is always available on hand by the teacher if needed. There are many different benefits of scaffolding in the classroom, but four main factors seem to stand out more often than others. The first benefit is that it keeps test takers focused on what they are doing or what they need to get done. Being inherently responsive to each child’s needs, scaffolding enables students to maintain engagement and motivation to complete assessment tasks. The second benefit is that it helps to generate formative data that is useful to educators. If a student encounters instructional scaffolding while they are being assessed, their responses will be aligned to their zone of proximal development. The zone of proximal development is best linked with Lev Vygotsky. It can be defined as the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under
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