When you have a degree in education, you learn how to teach effectively. Part of this process is recognizing that students learn in a variety of ways. As a teacher, you aim to create practices that assist students in comprehending and interacting with new knowledge.
What is scaffolding education? Scaffolding is a strong educational method that helps students retain and apply new knowledge. Scaffolding is a teaching method that assists students in adjusting to new material. Continue reading to learn more about scaffolding in education and how to use it as you pursue a degree in education.
What is scaffolding education?
Scaffolding is a classroom teaching strategy in which instructors offer lectures in separate sections, gradually reducing support as students understand new concepts or material. This strategy, similar to scaffolding of a building, is intended to give students with a foundation for learning as they grow and strengthen their understanding. When students have achieved the desired level of comprehension or mastery, the teacher can take a step back and progressively reduce their assistance.
A middle school biology teacher, for example, might show students a film about mitosis before having them take a brief, open-book quiz supported with a glossary. Students may repeat the quiz without textbooks after a classwide discussion on the topic in which the teacher provides examples of mitosis and answers students’ questions.
The scaffolding strategy differs from the typical “independent learning” structure, in which a teacher assigns an article as homework, has students write a five-page essay, and has them submit it in by the end of the week with no additional structured guidance. (Students can usually ask questions, but many are hesitant.) students under this scenario would be responsible for managing their own way through new course content, which would likely be difficult for students who do not learn well through independent study.
The major purpose of scaffolding education is to help students learn new skills or knowledge while also gradually developing their problem-solving ability, critical thinking, and independence in the learning process. This method seeks to bridge the gap between what a student already knows and what they need to know in order to ensure a seamless and effective transition.
What’s the difference between scaffolding and differentiation?
While these two techniques to classroom instruction are interchangeable, they cannot be combined. Scaffolding is the technique of dividing teachings into small portions, with the teacher offering progressively less support as students learn new concepts and master new skills. Differentiation is the act of assigning different sorts of assignments or learning activities to different students based on how they receive and retain information, in order to help them succeed alongside their classmates.
What are some examples of scaffolding in education?
- Guided Reading
- Graphic Organizers
- Peer Collaboration
- Sentence Starters/Frames
- Jigsaw Activities
- Learning Stations
- Guided Internet Research
- Math Problem Solving Support
- Concept Mapping
- Cloze Activities
- Scaffolding Questions
- Visual Aids and Manipulatives
- Choral Reading
- Gradual Release of Responsibility
- Video-based Learning with Prompts
- Differentiated Instruction.
Benefits of Scaffolding in Education
The concept of scaffolding has shown to be a fundamental approach to education even before it was given a name. Teachers found that scaffolding:
- The concept of scaffolding has shown to be a fundamental approach to education even before it was given a name. Teachers found that scaffolding:
- Improves students retention of new material by connecting basic knowledge to new topics
- Students are involved in their learning and their progress is tracked.
- Increases students’ autonomy and independence in the classroom.
- Reduces students’ feelings of irritation, uncertainty, and poor self-perceptions in the classroom by bridging student learning gaps in usually difficult course subject.
- Improves interaction between students and instructors
- Allows students to “fail productively” and encourages them to seek assistance.
- Maintains class organization and timetable
Fewer student are likely to become lost and give up on difficult subjects when both teachers and students may follow an educational roadmap and actively engage in the transmission of knowledge. Overall student performance is likely to improve if a teacher chooses to scaffold customized lessons for specific students.
Implementing scaffolding into practice might be difficult or time consuming for teachers who are new to the concept. The benefits of greater learning retention and general performance, on the other hand, considerably exceed the effort required. Scaffolding will soon become an automatic component of the lesson planning process.
Specific Instructional Scaffolding Strategies
Instructional scaffolding strategies are critical tools used by educators to support students’ learning and help them achieve academic achievement. These strategies are intended to close the gap between a student’s existing abilities and expected learning goals. Instructional scaffolding enables students to develop essential skills, gain confidence, and become independent learners by offering systematic support and direction. The following are some common instructional scaffolding strategies used by educators:
Showing students how to do something can be an effective way of teaching them how to do it. Try problem-solving with students by leading them through the steps or talking them through the process. You might also have certain students act as role models for their classmates.
Modeling can be used in any school level and subject. An elementary school instructor, for example, could demonstrate how to solve a division problem by grouping. To demonstrate how one number can be divided into another, the instructor could create circles on the board and talk to students as they drew checkmarks in each circle.
Use Prior Knowledge
Students are not blank slates; they come to class knowing about and having experience with a wide range of topics. Teachers who link new learning to earlier life experiences help students integrate information faster. Students take in and remember fresh information better when it is linked to something they already know.
For example, when asking students to connect current events to historical events, high school history teachers employ prior knowledge as instructional scaffolding.
GIVE TIME TO TALK
All students require time to understand new concepts and information. They also require time to openly process and explain their learning with a community of learners who are going through the same experiences and journey. Structured dialogues, as we all know, work best with youngsters, regardless of their level of age.
If you aren’t including think-pair-share, turn-and-talk, triad teams, or other structured discussion time into your lessons on a regular basis, you should start.
Share Important Vocabulary
Reading is one area where students may require additional instructional scaffolding. A teacher can provide certain vocabulary terms or phrases that may pose difficulties before reaching a particularly complex material.
The practice of categorizing language into tiers is frequent in vocabulary education. Tier-one words are ordinary words that most students learn, such as baby or clock. These terms are frequently not required in education. Tier-three words, such as isthmus or parabola, are domain-specific; that is, they are typically taught in a specific subject area and are frequently described inside a text.
Tier-two words receive the most significant vocabulary education, and scaffolding can take place here. These are terms that appear in a variety of subjects but are unlikely to be used on a regular basis. Knowledge of tier-two words such as coincide or interpret can help students better understand texts and question prompts.
PAUSE, ASK QUESTIONS, PAUSE, REVIEW
This is an excellent technique to assess knowledge when students read a challenging passage or learn a new topic or content. This method works as follows:
Share a new idea from the discussion or the reading, then pause (to allow for thought), and then ask a strategic question, pausing once more.You must create the questions ahead of time, ensuring that they are clear, guiding, and open-ended. (Even wonderful questions fail if we don’t give ourselves time to think about them, so be patient during the Uncomfortable Silence.) Keep youngsters engaged as active listeners by asking them to summarize what was just discussed, discovered, or questioned. If the class appears to be stuck on the questions, allow pupils to discuss in pairs
With such a broad group of students in our classes, teachers must constantly learn and experiment with new scaffolding strategies. This is a lesson that may take longer to teach, but the end product is significantly superior, and the experience is far more rewarding for all involved.
Scaffolding Learning Activities
Scaffolding learning activities are intended to provide students with focused support and direction while they engage in various educational tasks. These exercises are carefully designed to assist learners in developing new abilities, deepening their understanding, and meeting learning objectives. As students gain proficiency and independence in their learning, the scaffolding will be gradually removed. Some examples of scaffolding learning activities are provided below:
The teacher chooses a text appropriate for the students’ reading level for guided reading exercises. The teacher assists the pupils in reading the material by providing direction, suggestions, and clarification of difficult terms or topics. As the children gain confidence, the teacher gradually lessens the level of assistance, allowing them to read independently.
Math Problem Solving:
The teacher can break down complex problems into smaller steps for math problem-solving activities. They can demonstrate how to solve the problem, explain why each step is necessary, and provide clues or prompts to assist students in arriving at a solution. Students learn the abilities and confidence to face comparable challenges on their own over time.
Students in this exercise work in pairs or small groups, taking turns explaining concepts or showing a skill to their peers. This encourages cooperation, improves knowledge, and reinforces learning through active participation.
Graphic Organizers and Mind Maps:
Mind maps and graphic organizers are fantastic tools for scaffolding learning. These graphic aids can help students arrange information, link concepts, and create a clear structure for essays, presentations, or research projects.
Jigsaw exercises involve breaking down a large topic or piece of knowledge into smaller pieces. Each group of students develops an expert in one area and then shares their knowledge with the rest of the class. This promotes teamwork, a deeper knowledge of the content, and peer learning.
Learning stations with various activities relating to the topic being studied are set up. Students cycle around the stations, participating in hands-on activities, conversations, or problem-solving activities. As needed, the teacher can provide instruction and help at each station.
This technique promotes active engagement and introspection. The teacher asks a question or presents a problem, and students stop to consider their response. They then discuss their conclusions with a partner before presenting their findings to the entire class.
Guided Internet Research:
Students perform internet research in this exercise, with the teacher providing a list of credible sources and particular leading questions. This allows students to concentrate their research efforts and avoid becoming overwhelmed by too much information.
Sentence Starters or Frames:
When students are given writing assignments, teachers can use sentence starters or frames to assist them start their sentences or arrange their ideas. This assistance speeds up the writing process and encourages pupils to express themselves more effectively.
Role-playing activities can be used to follow real-life circumstances and motivate students to put their newly gained knowledge or abilities to use. During the role-play, the teacher can provide assistance and comments to help students improve their comprehension and performance.
Frequently Asked Questions
What exactly is educational scaffolding?
Scaffolding is a teaching strategy in which teachers provide systematic support and help to students as they face new and difficult learning tasks. The assistance is tailored to each student’s specific needs, with the goal of closing the gap between their current level of comprehension and the anticipated learning results. As pupils progress, the scaffolding is gradually eliminated, allowing them to become more self-directed learners.
What role does scaffolding play in the learning process?
Scaffolding assists students by providing them with the advice and assistance they require to engage effectively with new concepts and tasks. It enables students to build on their previous knowledge and skills, allowing for a more in-depth comprehension of the subject matter. Scaffolding also boosts confidence and motivation by allowing students to succeed with progressive difficulties, leading to more independence in their learning.
What are some of the most common scaffolding strategies employed by educators?
Modeling, visual organizers, think-alouds, peer collaboration, sentence starters/frames, jigsaw activities, and learning stations are some common scaffolding strategies utilized by educators. Guided reading, concept mapping, visual assistance, and differentiated instruction are examples of further ways.
Is scaffolding suitable for all subjects and grade levels?
Scaffolding may use in a variety of courses and grade levels. It is a so versatile teaching method that can use for unique demands and learning styles of students in different fields and academic levels.
Is there any difficulty or potential disadvantage to employing scaffolding in education?
While scaffolding is typically advantageous, several issues may develop. Teachers must strike a balance between offering adequate support and not depending too much on scaffolding, which may prevent pupils from developing independent problem-solving skills. Furthermore, scaffolding implementation for a diverse set of kids can be time-consuming, requiring careful planning and differentiation.
What are the differences between scaffolding and direct instruction?
Scaffolding is the provision of temporary and focused assistance to students in order to help them achieve their learning objectives, whereas direct instruction is a teacher-led approach in which knowledge is provided to students explicitly. Scaffolding is concerned with assisting students to think critically and solve issues on their own, whereas direct instruction is concerned with communicating information to students.
Can technology help with scaffolding in the classroom?
Yes, technology may be a useful scaffolding support tool in the classroom. Students can receive individualized guidance via interactive instructional software, online resources, and adaptive learning platforms, which offer explanations, recommendations, and feedback adapted to their specific needs.