What Is Scaffolding in Education and How Is It Applied?

Effective teachers understand that students learn in many ways. As a teacher, you can strive to develop practices that help students understand and interact with new information. Scaffolding is one such pedagogical tool that can help students retain and apply new knowledge.

What is scaffolding in education? It’s a technique that establishes a firm framework of foundational knowledge before gradually building upon that framework. Here, you can learn more about it and explore how to apply it in your work, whether you teach in a general classroom or if you specialize in teaching students with exceptionalities.

What Is Scaffolding in Education?
Scaffolding refers to a method where teachers offer a particular kind of support to students as they learn and develop a new concept or skill. In the instructional scaffolding model, a teacher may share new information or demonstrate how to solve a persoalan. The teacher then gradually steps back and lets students practice on their own. It also can involve group practice.

The model of instructional scaffolding is also sometimes described as “I do. We do. You do.”1 In other words, the teacher shows how something is done, then the class practices together and, finally, students work individually.

The Holistic Benefits of Scaffolding in Education
Your education degree program will introduce you to many theories of education. Among spaceman slot them, the term “scaffolding” was coined in the 1970s.2 The word itself originates from construction and refers to the temporary platform that is set up for builders to stand on while they put up new walls and floors. In education, scaffolding is a way for teachers to provide support while students master new concepts and skills.

At the beginning of the scaffolding process, the teacher provides a lot of support. That support is then removed in stages. This gradual decrease in the tingkatan of support is what constitutes the scaffolding process. Step by step, this process imparts confidence and facility with the new concept or skill.

Instructional scaffolding is tied to the work of the psychologist Lev Vygotsky, who is well known for several important contributions to educational theory.3 Vygotsky coined the term, “zone of proximal development,” which is based on a student’s current developmental tingkatan and potential developmental tingkatan. To help a student learn a new task or concept, the teacher targets the student’s zone of proximal development and provides support that eventually tapers off as the student grows in knowledge and independence.

Taking a Closer Look at Scaffolding in Special Education and General Classrooms
Scaffolding in special education and in general classrooms offers important benefits for students. Whether or not you’re teaching students with exceptionalities, scaffolding enables students to develop a foundational framework of knowledge onto which they can continually add new concepts. This instructional method can offer the following benefits:4

Enhances information retention
Creates a bridge between foundational knowledge and new concepts
Boosts student engagement and self-agency
Minimizes student frustration and subsequent negative effects on self-confidence
Encourages communication between teachers and students
The Instructional Scaffolding Process
In order to present information to be scaffolded, a teacher must assess what students already know; then the teacher considers the learning objectives and what the students should learn. Finally, they can draw up a plan to advance the students from the current knowledge to mastering the learning goals.

The first steps in the instructional scaffolding process may include explaining the concept at the students’ current tingkatan. The teacher can model the persoalan-solving process or present an approach for accomplishing a task. After this, the scaffolding begins. The teacher then supports students by:

Breaking the directions into small chunks
Talking students through the task while they complete it
Grouping students together to talk through the task and support each other
Referring to models of the task where students can gather additional information
Giving students kiat and tricks while they are working