Instructional Scaffolding
Instructional Scaffolding
Scaffolding is a form of helping students learn which consists of giving them temporary support to master a new knowledge or skill. It is essential to lead students through tricky tasks with this technique, slowly taking away the support as they are more capable and self-assured in what they can do.
What are the main strategies used in instructional scaffolding?
Typical techniques for teaching scaffolding are: modeling, where the teacher displays a task, verbal think-alouds, where the instructor vocalizes their train of thought, and offering prompts or cues that steer students to the right answer. To illustrate, in a math class a teacher might start with a problem by illustrating it while explaining each step and then ask guiding questions to students so that they could independently solve similar problems.
How does instructional scaffolding benefit diverse learners?
Instructional scaffolding helps different learners by adjusting the remains of the skill levels and accommodating the learning styles. A good example of this can be seen when a struggling student benefits from getting direct support and visual aids alongside a more advanced student being given open-ended questions for critical thinking. This specific support makes certain that all students have the chance to at their own pace, and reach mastery.
Can you provide an example of instructional scaffolding in a classroom?
In a request for a writing that can demonstrate instructional scaffolding a model could be an activity where the teacher first provides prompts for the students to come up with ideas, then gives a format of the outline which is structured, and at last, he/she/they offers feedback on drafts. With time, when the students gain more skills, the teacher lessens the help, until the students can freely write and only receive guidance when it is necessary.
What role does feedback play in instructional scaffolding?
Feedback can be seen as one of the most important factors in the process of instructional scaffolding as it is very much the way that students learn how far they have gone and what they have left to do. Feedback that is useful should be prompt, precise, and also positive; this is how it could be achieved to enable students to think about their performance and make the right decision. For instance, after a project done in a group, a teacher may mention some of the strengths and give some suggestions on what to do better and thus, not only help the student but also force the student to learn independently.