Scaffolding in education: A Complete Guide
Part of training to become an educator involves learning ways to understand the myriad ways in which each student approaches the learning process. Each student learns uniquely, and an ideal teacher would be the one who develops methods to support each student to learn effectively. It is not always possible for educators to change how they deliver their lessons to meet the requirements of each student. However, teachers can help each student get acclimated to how they teach to retain and apply the knowledge they receive from their learning experiences.
This article examines the relevance and attributes of Scaffolding as an effective teaching and learning method.
What is scaffolding in education?
Much like its counterpart in construction, which offers temporary support to structures during construction, Scaffolding in education is a teaching method that involves teachers providing support to their students as they learn new concepts until they can apply this knowledge in real-time. In scaffolding, teachers may explain new concepts or methods to approach and solve related problems in class and step back from their role as instructors while the students form groups to practice applying the concepts they have learned. During this time, the teacher facilitates students to learn independently by equipping them with the necessary tools and surroundings to learn effectively. They could divide the concept into smaller chunks of information that the students take on one at a time. Teachers become guides who help students clear their doubts and misconceptions and acquire the necessary skills to learn effectively. The extent or type of support teachers provides decreases gradually until the students can apply these concepts independently.
Based on the requirements of students and the approach taken by instructors, scaffolding is of two types: soft Scaffolding and hard Scaffolding.
- Soft scaffolding is more suitable in cases wherein students are more or less able to apply knowledge independently. Soft scaffolding involves indirect approaches such as asking targeted questions to understand the level of competency at which they are learning. Hard scaffolding is required in cases wherein students require more support from the instructor to eventually apply knowledge independently.
- Hard scaffolding involves an approach that directly impacts the students’ learning. Hard scaffolding requires planning and direct intervention from the instructor. Instructors are expected to develop novel strategies or tools that would aid their students in learning better.
This teaching method helps students interact with topics that they find comfortable. This comfort, paired with the support from teachers, helps students develop a sense of confidence in themselves, and they can learn better. Scaffolding in education is closely related to the problem-based teaching method developed by Lev Vygotsky.
What are the different stages of scaffolding?
1) Modeled Instruction:
Scaffolding begins with the concept being introduced to students at their current level of knowledge through lectures, demonstrations, or models. This is done to define expectations and directions in order to reduce confusion in later stages. Educators can also use modeled instruction to introduce important vocabulary. This also helps educators get insights into the competence or level of understanding. Educators can use varied approaches in this stage:
2) Activating Prior knowledge:
Students aren’t always blank slates when learning new concepts. They might have seen or experienced examples of the concept previously. Educators can communicate with students to determine if they have experienced or seen the concept at hand in action. Prior knowledge could also refer to the knowledge some students might possess due to being advanced learners. This helps the educator understand their students’ level of expertise and regulate further stages. For example, advanced students in terms of knowledge and understanding of a concept would require very little scaffolding than other students in the same class. Teachers could use the additional time they have to support students who require more attention and time to learn concepts.
3) Using models:
3D modeling in SelfCAD
Teachers can use 3D models to demonstrate concepts to students better. Physical models or virtual models can be employed for this. Teachers can employ 3D design software such as SelfCAD to create 3D designs to explain concepts to their students. Using models can help teachers explain concepts that cannot be explained through words alone. Ideas that exist at subatomic levels are challenging to be understood without illustrative examples. 3D models offer multi-dimensional views of the process or object, offering more clarity visually and conceptually. Even teachers with limited 3D design knowledge can utilize the user-friendly, intuitive tools and interactive tutorials feature in SelfCAD to create 3D models with much ease.
SelfCAD is the only 3D modeling software that has combined artistic, technical, and 3D printing tools all under one program. After creating the 3D models, teachers and students can prepare the design for 3D printing using the inbuilt slicer of SelfCAD without having to switch to another different program.
4) Co-construction:
Co-construction illustration. Image source:Languagemagazine.com
Co-construction refers to group learning with the teacher. Co-construction involves discussions or activities in groups. Discussions in co-construction help teachers to further understand the competencies of students during co-constructive discussions or activities. Teachers work with students giving instructions to them about solving related problems. Guided activities help provide students with opportunities to get their concepts clear and practice solving problems. This allows them to be better equipped for independent practice, apart from passing instructions to students. This stage opens up a channel for students and teachers to interact with each other. This interaction helps teachers modify their approach to the teaching process. Understanding student competencies or their level of understanding helps teachers plan the level of scaffolding or the duration of scaffolding each student requires. Some co-creation techniques are:
Group discussions: where students share their doubts and ideas with each other and the teacher. These platforms for open discussion help students voice their thoughts and share what they already know, resulting in the co-creation of knowledge that the students can use for the independent practice of a particular concept. Teachers can use this as a form of dynamic assessment to strategize their work.
Guided group projects: involving students working on related problems under the guidance of teachers will help students equip themselves with the necessary practical skills to work on problems independently. Sometimes, students might require additional guidance to solve problems. This might be difficult for them to attain from a discussion. Group projects are ideal for students to gain practical training and for teachers to regulate the type and extent of support they offer to students.
5) Facilitation:
Facilitation illustration. Image source:Ednc.org
Facilitation begins after students have attained a certain level of understanding related to a topic. During this phase, the teacher steps down from their role as an instructor in the foreground. They divide students into groups that would maximize the effectiveness of independent learning. As a facilitator who functions only in the background of the learning process, teachers provide a platform for students to engage independently in discussions and projects that allow them to attain more knowledge based on what they learned from modeled instructions and co-construction. Students can learn at a pace that they find comfort during this stage. They work in groups independent of direct instructions. At this stage, they might make mistakes within the zone of proximal development, they could have doubts, or they could lack the skills, tools, or expertise to make progress. At a juncture like this, they can approach the facilitator who would support them by offering them the guidance they require. Some students might need more explanations or more time to understand motives, and a facilitator makes necessary arrangements for these students. In another case, students could be at an advanced stage of learning and might need advanced tools or skills to achieve their desired learning outcomes. The facilitator could offer them guidance or introduce them to instruction modules or experts who could help them meet their requirements.
From the facilitator’s point of view, they are required to observe their students' independent learning process, limiting their intervention to situations in which it is necessary or when their students solicit it. Based on their inferences about student competency from interactions in modeled instructions and co-construction, facilitators are required to offer the ideal scaffolding. Students or student groups that exhibited ideal competency levels would require a soft scaffolding approach. In contrast, students who need additional help to catch up with their advanced classmates require a hard scaffolding approach.
6) Independent Practice:
Independent practice is a crucial part of Scaffolding in education. In scaffolding, facilitators must gradually limit the scaffolding or support they offer. For this, they have to monitor the progress made by their students. Based on their observation, facilitators would have to assess the scaffolding requirement of each student group. Facilitators have to consider the following factors to make a sound decision regarding the modification of scaffolding they offer.
Time and effectiveness of independent practice: Facilitators could monitor the time students spend successfully practicing their knowledge independently at every stage of their progress. As students become more competent, they can apply their knowledge independently in projects or discussions without soliciting intervention from the facilitator. As the learning progresses, ideally, students would be able to spend more time learning and applying knowledge independently in an effective manner. Facilitators have to monitor patterns related to this to determine ways to modify their approach toward scaffolding and eventually remove the scaffold completely.
Important Scaffolding Strategies for teachers
Scaffolding strategies illustration. Image source:Classtime
Educators could use the following strategies in different stages of scaffolding to make assessments and modify approaches.
- Model: This involves teaching by showing students how to approach and eventually understand or solve something. Teachers could use examples from the real world or simulations to do so.
- Using Prior knowledge: The experience students have about a concept before hearing about it in a classroom setting could be used to create important links that connect them to the core concept. Each stage of scaffolding is built on knowledge gained from previous stages. This is also an assessment strategy that can modify the scaffolding approach in later stages.
- Using visual aids: Visual aids such as animation or physical models are effective tools that help in explaining concepts effectively.
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