Instructional Scaffolding
According to Wood, Bruner and Ross (1976), instructional scaffolding pairs a learner with a more experienced individual to achieve a specific task or to solve a problem. This could include the creation of a starting point for the learner, to assist in maintaining interest and motivation, skill modeling, or to simplify potential problems to a level that the student understands. The task which initially exceeds the learner's abilities, becomes attainable for the learner with the guidance and support of the experienced individual. The end result is the successful completion of a task. As the learner becomes more adept at completing the task, the assistance will diminish until reinforcement is no longer required.
Instructional scaffolding can be categorized as static or dynamic. Static scaffolding is defined as remaining the same over time for all students. Assistance is not adjusted for individual students. Alternatively, dynamic scaffolding requires a constant analysis of the student's progress, adjustment as needed, and a reduction of support over time (Molenaar, Roda, van Boxtel, & Sleegers, 2012). |
Examples within a Classroom
What does instructional scaffolding look like within a classroom?
Wood, Bruner and Ross (1976) provided examples of how scaffolding could be implemented in an educational environment. They suggest effective scaffolding should peak the student's interests, allow the student to maintain that interest in the topic or task, provide opportunity to see differences as well as modeling tasks. |
Since the release of the 1976 article by Wood, Bruner and Ross, approaches to instructional scaffolding have expanded and researchers have advocated that scaffolding can vary as per the subject matter. According to Anghileri (2006), math instruction can be scaffolded using a three-level hierarchical system:
Level 1:
Scaffolding of the educational environment focuses on the organization of the classroom:
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Level 2:
Instruction which assists the learner to explain, review and restructure their new knowledge. This allows the learner to build their own understanding of the math concepts. According to Anghileri (2006), reviewing examples are:
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Level 3:
Further instruction which allows the learner to develop conceptual thinking:
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References
Alberta Education. (2015, January 30). Scaffolding for student success. [Video file]. Retrieved from https://www.youtube.com/watch?v=CTR_snb-0nQ
Anghileri, J. (2006). Scaffolding practices that enhance mathematics learning. Journal of Mathematics Teacher Education (9), 33-52.
Molenaar, I., Roda, C., van Boxtel, C., & Sleegers, P. (2012). Dynamic scaffolding of socially regulated learning in a computer-based learning environment. Computers & Education, 59, 515-523. http://ac.els-cdn.com.ezproxy.library.ubc.ca/S0360131511003228/1-s2.0-S0360131511003228-main.pdf?_tid=975af25c-8660-11e5-9e89-00000aab0f02&acdnat=1447018692_1d2c260368e3b80d607d0dce6ad20cd1
Wood, D., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17 (2), 89–100. http://dx.doi.org.ezproxy.library.ubc.ca/10.1111/j.1469-7610.1976.tb00381.x
Alberta Education. (2015, January 30). Scaffolding for student success. [Video file]. Retrieved from https://www.youtube.com/watch?v=CTR_snb-0nQ
Anghileri, J. (2006). Scaffolding practices that enhance mathematics learning. Journal of Mathematics Teacher Education (9), 33-52.
Molenaar, I., Roda, C., van Boxtel, C., & Sleegers, P. (2012). Dynamic scaffolding of socially regulated learning in a computer-based learning environment. Computers & Education, 59, 515-523. http://ac.els-cdn.com.ezproxy.library.ubc.ca/S0360131511003228/1-s2.0-S0360131511003228-main.pdf?_tid=975af25c-8660-11e5-9e89-00000aab0f02&acdnat=1447018692_1d2c260368e3b80d607d0dce6ad20cd1
Wood, D., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17 (2), 89–100. http://dx.doi.org.ezproxy.library.ubc.ca/10.1111/j.1469-7610.1976.tb00381.x