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Scaffolding: Definition, Meaning & Application

Educationally and pedagogically written and reviewed by Academic Writer Nesian Rose Guevara, BA, and Academic Writer & Researcher Dr. Maryam Iftikhar, Ph.D.

Scaffolding: Definition and Meaning

Scaffolding is a set of teaching strategies used temporarily to assist students in learning and understanding a task until they gain the independence to perform it. The students receive, to a certain degree, guided support from their teacher during the training. However, like actual scaffolds, it is gradually removed as they attain mastery and self-sufficiency in performing the task.

Benefits and Drawbacks of Scaffolding

The application of scaffolding to classroom teaching and instruction has its benefits. Since it provides a supportive learning environment, students can freely share their thoughts, ask questions, and motivate one another as they learn new topics. It also allows for collaboration and interaction between the teacher and student, which encourages students to be more actively involved in the learning process. In addition, since teachers take on the role of facilitator or mentor, this lets students share in the responsibility of learning and empowers them to go beyond their current level of knowledge and skill. It also establishes challenges and failures as learning events. As a result, this helps curtail students’ level of frustration and gives them room to grow without the fear of failing.

However, scaffolding also has its weak points. One, it is time-consuming. This means scaffolds will remain throughout the learning process until students accomplish or gain self-sufficiency in performing the task. Moreover, since the teacher does not assume the dominant role in the learning process, it also means giving up their control in the learning process as the scaffolds are gradually removed. In other cases, the disadvantages lie in the expertise of the teachers. For instance, the full benefits of scaffolding may be unnoticeable in classrooms with less-trained teachers. This can be attributed to the lack of proper training and sufficient materials (e.g., textbooks) to get examples or tips for effective scaffolding. Another error is overestimating learners’ abilities, needs, and interests, which can affect the type and effectiveness of scaffolds.

Of course, when assessing the benefits and drawbacks of scaffolding, it is necessary to consider and evaluate the learners’ needs, interests, and abilities. One must also examine the context in which scaffolding will be implemented.

Examples of Scaffolding: How Scaffolding Improves Educational System

The following are some examples of scaffolding used in classrooms:

●  A simpler format of assignment, reading, or lesson is first given to students by the teacher, who, over time, progressively increases its level of complexity and difficulty. Teachers can split a specific lesson into mini-lessons to help students gradually understand what is taught. In between mini-lessons, the teacher can check the progress of the students and their understanding of the concept. They can also give students time to practice applying the concept taught before moving to a more difficult one. At the same time, dividing them into mini-lessons is also an opportunity for teachers to explain how learning each concept helps to understand complex ones.

●  Students are first given vocabulary lessons before reading difficult texts. The teacher assesses which words give students some difficulty, and provides them with examples and illustrations of how each word is used in a text. They can also use cue cards as scaffolds to help them remember the words. As a result, this will help students gain more confidence in reading and comprehending passages they read.

●  The teacher provides examples or models of the tasks students need to accomplish. The teacher can bring visual examples of what is expected of the assignment, explain to them the learning goals of the task, and describe specific features that make the task or product of high quality. In the case of a task involving experiments, the teacher can model the process by showing the step-by-step procedure of how it is done.

●  The teacher uses a variety of ways to describe or explain a concept, problem, or process to ensure that students fully grasp them. Teachers can tap into the multiple ways students learn (i.e., visually, auditorily, kinesthetically) which can further help them deeply understand the concept. For instance, teachers can use visual aids, mind maps, stories, movements, experiments, and many more to help students grasp what is being taught.

●  The teacher clearly explains how the new lesson is built on the knowledge and skills gained from previous lessons. By connecting the new lesson to the previously learned material, teachers can help students understand how previously learned concepts or skills will help them accomplish new and more complex tasks. Teachers can also use previous experiences of children to assist them in understanding the new lesson.

Scaffolding: Teach Simple’s Perspective 

However, there is a limit to what children can learn and achieve on their own. Thus, it is necessary for scaffolding to be incorporated into the learning process. With it, children will be properly directed in their learning and given the significant support they need while allowing them to attain mastery and independence in performing tasks or solving problems. It will encourage them to be self-sufficient and empower them to take on challenging tasks. As a result, they will learn to view failure as an opportunity to better themselves.

Learning is a critical component in the healthy development of children. Through it, children acquire the necessary knowledge or skills to perform daily tasks or solve problems encountered throughout their lives. It also allows them to discover and improve their talents, interests, and character. Moreover, it shapes their attitude and perspective toward various topics in every stage of their lives. It is for this reason that children must continuously engage in learning.

Even so, the effectiveness of scaffolding also depends on the teacher’s expertise. Teachers must be sufficiently equipped with the necessary knowledge and skill in applying scaffolding to their practice to effectively help students achieve the mastery they need to perform certain tasks. Be that as it may, it is still nothing compared to the benefits scaffolding can provide to children in the long run.

References

  • Hussein Ali, Mahir. (2022). Scaffolding as a teaching strategy to improve students’ translation performance. Journal of Language Studies, 5(4), 87-105. Retrieved from: DOI:10.25130/jls.5.4.1.8

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