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Scaffolding

Scaffolding refers to providing contextual supports for learning through simplified language, modeling, visual aids, cooperative learning and hands-on activities. Scaffolding theory was introduced by Jerome Bruner and involves guided instruction that helps learners accomplish tasks within their zone of proximal development. Effective scaffolding includes simplifying language, partial completion activities, visual supports, and gradual removal of assistance as learners' skills develop.

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141 views15 pages

Scaffolding

Scaffolding refers to providing contextual supports for learning through simplified language, modeling, visual aids, cooperative learning and hands-on activities. Scaffolding theory was introduced by Jerome Bruner and involves guided instruction that helps learners accomplish tasks within their zone of proximal development. Effective scaffolding includes simplifying language, partial completion activities, visual supports, and gradual removal of assistance as learners' skills develop.

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Joseth
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We take content rights seriously. If you suspect this is your content, claim it here.
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Scaffolding

- was born in November 17, 1896, in


Orsha, Russia.
- He died at the young age of 37 from
tuberculosis.
- Due to his early death, most of his
theory were left undeveloped.
- His work in the last 10 years of his
life has become the foundation of
Lev Vygotsky much research and theory in cognitive
development.
in g
old • Scaffolding refers to providing
af f contextual supports for meaning
Sc through the use of simplified
language, teacher modeling,
visuals and graphics, cooperative
learning and hands-on learning.
• Scaffolding is the way the adult
guides the child’s learning via
focused questions and positive
interactions.
Theory of Scaffolding
• Scaffolding theory was first introduced in the late
1950s by Jerome Bruner, a cognitive psychologist. He
used the term to describe young children’s oral
language acquisition.

• Helped by their parents when they first start learning


to speak, young children are provided with informal
instruction formats within which their learning is
facilitated. Bed-time stories and read aloud are
additional examples of book-centered interaction.
Zone of Proximal Development
• The Zone of Proximal Development, often abbreviated as
ZPD, is the difference between what a learner can do without
help and what he or she can do with help. It is a concept
introduced, yet not fully developed, by Soviet psychologist
Lev Vygotsky (1896-1934) during the last 10 years of his
life.
• The Zone of Proximal Development is an area of learning
that occurs when a person is assisted by a teacher or peer
with a higher skill set of the subject. The person learning the
skill set cannot complete it without the assistance of the
teacher or peer.
Types of Scaffolding
• Three types of scaffolding have been identified as being
especially effective for second language learners.
1. Simplifying the language: the teacher can simplify the
language by shortening selections, speaking in the present
tense, and avoiding the use of idioms.
2. Asking for completion, not generation: the teacher can have
students choose answers from a list or complete a partially
finished outline or paragraph.
3. Using visuals: the teacher can present information and ask
for students to respond through the use of graphic
organizers, tables, charts, outlines, and graphs.
Essential features of Scaffolding
There are three essential features of scaffolding that facilitate
learning.
• The first feature has to do with the interaction between the
learner and the expert.
• The second, learning should take place in the learner’s
zone of proximal development.
• The third feature of scaffolding is that the scaffold, the
support and guidance provided by the expert, is gradually
removed as the learner becomes more proficient.
Model of Scaffolding
"Learning is more than the acquisition of
the ability to think; it is the acquisition of
many specialized abilities for thinking
about a variety of things.“
—Lev Vygotsky, Mind in Society, 1978

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