A5.What aspects of a lesson need particular attention in relation to the process of scaffolding?

Throughout the course of a lesson, a teacher may find they are using a variety of strategies to cater for different stage-of-learning – and therefore different approaches to engage with the aims, content and purpose of the lesson.

In attempting to offer appropriate scaffolding for each learner, the teacher helps each student master a task or concept that the student is initially unable to grasp independently. The teacher offers assistance with only those skills that are beyond the student’s capability.

Of great importance is allowing the student to complete as much of the task as possible, unassisted. The teacher only attempts to help the student with tasks that are just beyond his current capability. Student errors are expected, but, with teacher feedback and prompting, the student is able to achieve the task or goal. When the student takes responsibility for or masters the task, the teacher begins the process of “fading”, or the gradual removal of the scaffolding, which allows the student to work independently. “Scaffolding is actually a bridge used to build upon what students already know to arrive at something they do not know. If scaffolding is properly administered, it will act as an enabler, not as a disabler” (Benson, 1997).

References & Research

Benson, B. (1997). Scaffolding (Coming to Terms). English Journal, 86(7), 126-127.