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scaffolding
By: Asma Marshoud AlTarjimi
Presented to: dr. Antar
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Scaffolding
(concept & definition)
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Scaffolding instruction as a teaching strategy originates
from Lev Vygotsky’s sociocultural theory and his concept
of the zone of proximal development (ZPD).

Vygotsky defined scaffolding instruction 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, p. 176).
Goal of scaffolding
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The instructor’s goal in
employing scaffolding technique
is offering just enough assistance
to guide the students toward
independence, self-regulation
and problem solving
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Kinds of scaffolding
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reception scaffolds.

transformation scaffolds.

production scaffolds.
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Steps of
Instructional
scaffolding
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Instructional scaffolding involves two major steps:

The first step is
development of
instructional plans to lead
the students from what
they already know to a
deep understanding of
new material.

The second major step of
instructional scaffolding is
execution of the plans,
wherein the instructor
provides support to the
students at every step of
the learning process.
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SCAFFOLDING STRATEGIES
1
2
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SCAFFOLDING STRATEGIES
CONTEXTUALIZATION
SCHEMA BUILDING
3
4
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SCAFFOLDING STRATEGIES
METACOGNITIVE
DEVELOPMENT
TEXT
RE-PRESENTATION
5
6
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phases of
instructional
scaffolding
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The first phase is modeling, with
verbal commentary.

The second phase is student
imitation of the skill they’ve seen
modeled by their instructor, including
the commentary.

The third phase is the period when
the instructor begins to remove her
scaffolding.

In phase four, the students have
achieved an expert level of mastery.
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You have to keep in mind:

The teacher must be careful not to offer too much
assistance for too long, at the risk of making students
overly dependent rather than independent.

The level of instruction should always be within the zone of
proximal development and, therefore, challenging to the
students.

It is critically important for instructors to repeatedly confront
their students with scientific concepts in order to prevent
them from falling back on their naïve ideas of spontaneous
concepts.
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characteristics
of scaffolding
Jamie McKenzie suggests that there are eight
characteristics of scaffolding instruction. In order to engage
in scaffolding effectively, teachers:
1- Provides clear direction and reduces students’
confusion.
2- Clarifies purpose.
3- Keeps students on task
4- Clarifies expectations and incorporates assessment
and feedback.
5- Point students to worthy sources.
6- Reduce uncertainty, surprise, and disappointment.
7- Deliver efficiency.
8- Create momentum.
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Model of a lesson using
scaffolding technique
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Exploring our use and relationship with water
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Scaffolding and problem-based learning
Scaffolding is often used in order to support problembased learning (PBL). When using PBL, learners in the
classroom become researchers and often work in small groups
to analyze problems, determine solutions, and evaluate
solutions (Hoffman and Ritchie, 1997). Many educators
incorporate PBL in their classrooms in order to engage students
and help them become better problem solvers. Scaffolding may
help the success of PBL in the classroom. Teachers must
identify the content that needs scaffolding (support), choose the
appropriate time to implement the support, decide the right
method to follow, and determine when the scaffold can be
removed (Lajoie, 2005).
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Advantages and Disadvantages of Scaffolding

Advantages:

engaging the learner.

motivating the learner.

minimizing the level of frustration of the learner.
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Disadvantages:
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Very time-consuming.
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Implementation of individualized scaffolds in a classroom with a large
number of students would be challenging.
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Scaffolding also necessitates that the teacher give up some control in
the classroom in order for learners to move at their own pace.
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It requires a lot preparation and building up of resources.
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Scaffolding must begin
from what is near to the
student's experience and
build to what is further from
their experience. Likewise,
at the beginning of a new
task, the scaffolding should
be concrete, external, and
visible.
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sources

Hartman, H. (2002). Instructional Scaffolding.
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Rachel, R. (2002). Scaffolding as a Teaching Strategy.

http://www.learnnc.org/lp/pages/5074
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http://drb.lifestreamcenter.net/workshops/scaffold/scaffold.htm
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http://www.carla.umn.edu/cobaltt/modules/strategies/ust.html