What is scaffolding?

Scaffolding learning is a term that refers to the process of providing students with
temporary or partial support to help them complete a task or reach a goal. The support can
come in the form of physical scaffolding, like a ladder or platform that allows someone to
climb to a higher level, or it can be more abstract, like providing hints or clues to help
students solve a problem.

The term “scaffold learning” is often used in educational contexts, referring to the support
teachers provide to students as they learn new material. When scaffolding learning learning
in the classroom, teachers break down tasks into smaller parts and assist in the way. This
step by step approach helps students understand new concepts and build on their prior
knowledge.

It is a teaching method that provides appropriate assistance to students so that they may
achieve something beyond what they could achieve on their own. Scaffolding can also be
explained by the phrase “I do, we do, you do,” wherein the teacher demonstrates, guides,
then hands the reins to the students.

Types of Scaffolding

Alibali (2006) suggests that as students progress through a task, faculty can use a variety of
scaffolds to accommodate students’ different levels of knowledge. More complex content
might require a number of scaffolds given at different times to help students master the
content.
Here are some common scaffolds and ways they could be used in an instructional
setting.

 Advance organizers - Tools used to introduce new content and tasks to help
students learn about the topic: Venn diagrams to compare and contrast information;
flow charts to illustrate processes; organizational charts to illustrate hierarchies;
outlines that represent content; mnemonics to assist recall; statements to situate the
task or content; rubrics that provide task expectations.
 Cue Cards - Prepared cards given to individual or groups of students to assist in
their discussion about a particular topic or content area: Vocabulary words to
prepare for exams; content-specific stem sentences to complete; formulae to
associate with a problem; concepts to define.
 Concept and mind maps - Maps that show relationships: Partially or completed
maps for students to complete; students create their own maps based on their
current knowledge of the task or concept.
 Examples - Samples, specimens, illustrations, problems: Real objects; illustrative
problems used to represent something.
 Explanations - More detailed information to move students along on a task or in
their thinking of a concept: Written instructions for a task; verbal explanation of
how a process works.
 Handouts - Prepared handouts that contain task- and content-related information,
but with less detail and room for student note taking.
 Hints - Suggestions and clues to move students along: “place your foot in front of the
other,” “use the escape key,” “find the subject of the verb,” “add the water first and
then the acid.”
 Prompts - A physical or verbal cue to remind—to aid in recall of prior or assumed
knowledge.
o Physical: Body movements such as pointing, nodding the head, eye blinking,
foot tapping.
o Verbal: Words, statements and questions such as “Go,” “Stop,” “It’s right
there,” “Tell me now,” “What toolbar menu item would you press to insert an
image?”, “Tell me why the character acted that way.”
 Question Cards - Prepared cards with content- and task-specific questions given to
individuals or groups of students to ask each other pertinent questions about a
particular topic or content area.
 Question Stems - Incomplete sentences which students complete: Encourages deep
thinking by using higher order “What if” questions.
 Stories - Stories relate complex and abstract material to situations more familiar
with students: Recite stories to inspire and motivate learners.
 Visual Scaffolds - Pointing (call attention to an object); representational gestures
(holding curved hands apart to illustrate roundness; moving rigid hands diagonally
upward to illustrate steps or process), diagrams such as charts and graphs; methods
of highlighting visual information.
Benefits of Instructional Scaffolding

 Challenges students through deep learning and discovery

 Engages students in meaningful and dynamic discussions in small and large classes
 Motivates learners to become better students (learning how to learn)
 Increases the likelihood for students to meet instructional objectives
 Provides individualized instruction (especially in smaller classrooms)
 Affords the opportunity for peer-teaching and learning
 Scaffolds can be “recycled” for other learning situations
 Provides a welcoming and caring learning environment

Challenges of Instructional Scaffolding

 Planning for and implementing scaffolds is time consuming and demanding.

 Selecting appropriate scaffolds that match the diverse learning and communication
styles of students.
 Knowing when to remove the scaffold so the student does not rely on the support.
 Not knowing the students well enough (their cognitive and affective abilities) to
provide appropriate scaffolds.

Examples of some of these steps can be illustrated with specific scaffolding

strategies, including:

Show and tell: The teacher models a process or final product so students can see what
they are meant to be creating. Show and tell can be used to demonstrate algebra equations,
scientific models, artistic techniques and much more. Teachers can even extend show and
tell to doing the first assignment along with the students following their initial
demonstration.

Making real-life connections: Sometimes, it can be challenging for students to

understand why they need to know something or how it connects to the world outside of
school. As the teacher, share an example of how an academic concept applies to your own
life, then ask students if they have any similar examples.

Start with vocabulary: If a student encounters a word they don’t recognize in a text about
a new concept, they may start to feel out of their depth, and their engagement may falter.
Before embarking on a new lesson or assigning independent reading, make sure students
understand key vocabulary words so they don’t become lost. Again, connect new words to
concepts students are already familiar with, and have students create their own vocabulary
flash cards or “cheat sheets” (with examples) to refer back to.

Use visual aids: There are countless studies demonstrating the increase in retention of
visual over auditory information (like this one from the University of Tennessee).
Specifically, it’s been found that seeing images or visual demonstrations helps students
understand and remember key concepts better than simply listening to the teacher explain
them. Charts, models, slideshows, videos and other visual tools can all support student
learning.

Not every student will feel they need the same amount of scaffolding as others; some
students may be able to demonstrate certain algebraic equations after one lesson, while
others may need a week’s worth of teacher demonstrations and in-class exercises before
they grasp the concept. It’s best to structure lessons to serve the greatest number of
learners possible at once, and build in a chance to address both high achievers and those
who need extra support.

Why Use Scaffold Learning in the Classroom?

 Helps Students of All Levels-Scaffold is beneficial for students of all levels, from those
who are struggling. It can challenge talented students to think critically and apply
their knowledge in new ways. By providing enrichment opportunities, scaffolding
can help students reach their full potential.
 Builds Confidence- With scaffolding, students build confidence as they master new
concepts. They feel a sense of accomplishment when they can complete tasks that were
once difficult. This confidence carries over into other areas of their lives, inside and
outside the classroom.
 Forters Independence- it is the another important outcome of scaffold learning. As
students gain confidence and mastery, they become more independent learners.
They can take what they have learned and apply it to a new situations. This
independence leads to a lifetime of successful learning.

Why does scaffolding work so well for language learning?

Scaffolding is highly effective in engaging and motivating learners. As students are always
building on what they know, they are able to be successful before moving into new or
unfamiliar territory. As a result, students can clearly see that they are making progress,
which decreases frustration and encourages them to keep going.

In addition to supporting learning, scaffolding also:

 Helps students become more independent learners

 Creates a supportive learning environment in which students take a more active
role
 Enables teachers to maintain high expectations rather than always simplifying
the task
 Focuses attention on the task itself
 Reduces frustration and risk.
 Preparing to Use Scaffolding

As with any teaching technique, scaffolds should complement instructional objectives. While
we expect all of our students to grasp course content, each of them will not have the necessary
knowledge or capability to initially perform as we have intended. Scaffolds can be used to
support students when they begin to work on objectives that are more complex or difficult to
complete. For example, the instructional objective may be for students to complete a major
paper. Instead of assuming all students know how to begin the process, break the task into
smaller, more manageable parts.

1. First, the instructor provides an outline of the components of the paper

2. Then students would prepare their outline
3. The instructor then provides a rubric of how each paper criteria will be assessed
4. Students would then work on those criteria and at the same time and self-evaluate
their progress
5. The pattern would continue until the task is completed (although scaffolds might not
be necessary in all parts of the task)

Knowing your subject well will also help you identify the need for scaffolding. Plan to use
scaffolds on topics that former students had difficulty with or with material that is especially
difficult or abstract. Hogan and Pressley, (1997) suggest that you practice scaffold topics and
strategies they know well. In other words, begin by providing scaffold instruction in small
steps with content you are most comfortable teaching.

Guidelines for Implementing Scaffolding

The following points can be used as guidelines when implementing instructional scaffolding
(adapted from Hogan and Pressley, 1997).

 Select suitable tasks that match curriculum goals, course learning objectives and
students’ needs.
 Allow students to help create instructional goals (this can increase students’ motivation
and their commitment to learning).
 Consider students’ backgrounds and prior knowledge to assess their progress –
material that is too easy will quickly bore students and reduce motivation. On the other
hand, material that is too difficult can turn off students’ interest levels).
 Use a variety of supports as students progress through a task (e.g., prompts, questions,
hints, stories, models, visual scaffolding “including pointing, representational gestures,
diagrams, and other methods of highlighting visual information” (Alibali, M, 2006).
 Provide encouragement and praise as well as ask questions and have students explain
their progress to help them stay focused on the goal.
 Monitor student progress through feedback
 Create a welcoming, safe, and supportive learning environment that encourages
students to take risks and try alternatives.
 Help students become less dependent on instructional supports as they work on tasks
and encourage them to practice the task in different contexts.