This concept is based on the idea that at the beginning of learning, students need a great deal of support, gradually, this support is taken away to allow students to try their independence. Providing support takes place in a number of ways - the way in which the selections are organized in a theme, the amount of prior knowledge activation that is provided, the way in which the literature is read by students, and the types of responses students are encouraged to make.
mediation (usually by a teacher) of the student's language and/or learning process to support the student in developing a new skill or enhancing proficiency. The concept was adopted from the image of a scaffold in building construction.
The structure and supports that a teacher or more knowledgeable helper provides to allow a learner to perform a task he or she cannot yet perform independently. (Vygotsky, 1978; Dixon-Krauss, 1996; Wertsch.1991.)
A way of teaching in which the teacher provides support in the form of modeling, prompts, direct explanations, and targeted questions – offering a teacher-guided approach at first. As students begin to acquire mastery of targeted objectives, direct supports are reduced and the learning becomes more student-guided.
In education, a term to describe instruction in which the teacher provides support, guidance, and feedback for students to succeed in an endeavor that would be difficult or impossible to achieve without assistance.
Temporary support for learning including systematic prompts in content, materials, activities, and teacher and peer assistance. This support is provided while students are learning new knowledge and skills, and faded as students reach mastery. To learn more about scaffolding techniques, download the book "Accommodations: Assisting Students with Disabilities" in PDF format, and refer to page 16.
Scaffolding is a teaching strategy which provides students with specific support to accomplish tasks and develop understanding that they would not be able to manage on their own. The teacher provides temporary supporting structures at particular points in the learning process. Over time, support is withdrawn and responsibility for learning gradually shifts to the learner.
'Scaffolding' derives from the ideas about learning and culture put forward by Lev Vygotsky and elaborated by Jerome Bruner. A key idea is that, to learn from new experiences, young children/learners use the support of adults/teachers, who mediate to them the culture in which they live. Scaffolding is the support provided when setting pupils new, challenging work, with the intention that, in due course, they will establish independent command of the learning without the aid of the scaffolding.
is an instructional method whereby the teacher provides temporary support while employing strategies designed to help students accept responsibility for their learning. Scaffolding strategies can include reading aloud, frontloading, and assigning group roles.
in learning, the gradual withdrawal of adult (teacher) support, as through instruction, modeling, questioning, feedback, etc., for a child's performance across successive engagements, thus transferring more and more autonomy to the child. schema.-1.a generalized description, plan, or structure . 2. a system of cognitive structures stored in memory that are abstract representations of events, objects, and relationships in the world.
A procedure that provides a structure for the student to respond. For example, when playing with Lego the teacher may discuss the size and shape of the block to be chosen giving the student sufficient information to respond accurately.
The way a teacher or classmates provide a student with the support necessary to succeed in doing tasks the student couldn't otherwise complete£®Most of the teaching involved in such tasks is done as a student is doing the task, rather than before the student starts£®The term is borrowed from the construction business£®When workers are constructing a building, they often work on platforms called scaffolds£®These scaffolds are raised as more of the building is completed£®As a student becomes more skillful, the teacher or classmates give the student more responsibility, removing the scaffolding when it is no longer needed£®Scaffolding serves the needs of Individualized Instruction and recognizes the important role of Learning Styles
An instructional technique in which the teacher breaks a complex task into smaller tasks, models the desired learning strategy or task, provides support as students learn to do the task, and then gradually shifts responsibility to the students. In this manner, a teacher enables students to accomplish as much of a task as possible without adult assistance.
The scaffolding analogy comes from the building industry, and refers to the process of supporting a child's learning to solve a problem or perform a task that could not be accomplished by that child alone. The aim is to support the child as much as necessary while they build their understanding and ability to use the new learning; then gradually reduce the support until the child can use the new learning independently.
A process by which adults or more able peers provide supportive structures to help children learn and play. Scaffolding occurs at a time when children are faced with a challenge that they can solve with a simple hint, question, or prompt.
A framework that helps students to tackle a problem, for example, the provision of hints or the breaking down of a problem into steps. The idea is that scaffolding is a temporary structure that can be removed gradually as students develop their problem-solving skills.
An instructional technique in which a teacher breaks complex tasks into smaller component tasks, models the task, and creates links to students' existing knowledge. Scaffolding supports students in their learning until they are ready to pursue a task independently. ( learn more)
Temporary aid provided by one person to encourage, support, and assist a lesser-skilled person in carrying out a task or completing a problem. The model provides knowledge and skills that are learned and gradually transferred to the learner.
The term used by Dr. McGavran to describe mission societies in relation to the churches they start. He claimed that it was not meant to remain forever, but rather to be taken down and moved elsewhere as soon as appropriate.
Involves the caregiver adjusting the environment in order to permit participation in a communication event of which the child would not otherwise be capable. Activity structure which helps to maximize participation in conversational and writing activities.