Scaffolding

__Scaffolding __

//**Scaffolding**// is a temporary support structure that teachers utilize in order to help students to achieve learning outcomes. It is based upon Lev Vygotsky’s theory of cognitive development and is meant “to help a learner successfully perform a task within his or her //zone of proximal development//” (Omrod, 2011, 45). Scaffolds can come in many forms, but as the image below depicts, its purpose is to act as a bridge to help a student grasp a concept by first providing assistance then gradually allowing the student to gain independence until the student is capable of doing the task without assistance. An important thing to remember about scaffolding is that it is meant to be **temporary**, so the scaffolds should gradually be removed in order to ensure that the student is still sufficiently challenged, a process which is known as //fading//. “What a child can do in cooperation today he can do alone tomorrow.” –Lev Vygotsky In order to better understand what the zone of proximal development (ZPD) is and the role of scaffolding for the student here’s a video clip (up until 4:50) that demonstrates these concepts:

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In this video clip Cory’s task of teaching Mr. Feeny’s class for the day falls within the ZPD because it is a challenging task that Cory is capable of doing with some assistance. There are several examples of this assistance (scaffolds) including:
 * Mr. Feeny provides Cory with emotional support and encouragement (by giving Cory his attention, giving Cory encouraging looks when Cory is ready to give up)
 * Mr. Feeny assists with Cory with the word "anti-Semitism"
 * Prior to the day that Cory is teaching, Mr. Feeny has modeled how to teach social studies so that Cory can imitate him
 * Mr. Feeny offers incentives for motivation (If Cory wins, he gets the portion of Mr. Feeny's paycheck, if he loses he has to give his bike to Mr. Feeny)
 * Mr. Feeny offers a clear goal (more students passing the test) so that Cory knows what he must do in order to be successful and win the bet


 * General Scaffolding Strategies:**
 * “Help students develop a plan for dealing with a new task
 * Demonstrate the proper performance of a task in a way that students can easily imitate
 * Divide a complex task into several smaller simpler tasks
 * Give specific guidelines for accomplishing the task
 * Provide a calculator, computer software (word processing program, spreadsheet, etc.), or other technology that makes some aspects of the task easier
 * Keep students’ attention focused on the relevant aspects of the task
 * Ask questions that get students thinking about the task in productive ways
 * Keep students motivated to complete the task
 * Remind students of what their goals are in performing the task (e.g., what a problem’s solution should look like)
 * Give frequent feedback about how students are progressing” (Omrod, 2011, p. 46)



By Janelle Chong, Added 10/7/2013

__ Webliography: __ [] [] [] http://www.youtube.com/watch?v=rwqKrzv07Og Ormrod, J. E. (2011). Educational psychology: Developing learners, 7/e. Upper Saddle River, NJ: Pearson Education.