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Scaffolding
Research Papers
Scaffolding
as a Teaching Strategy
By
Rachel Van Der Stuyf
Scaffolding
instruction as a teaching strategy originates from Lev
Vygotsky’s sociocultural theory and his concept of the zone
of proximal development (ZPD).
“The zone of proximal development is the distance
between what children can do by themselves and the next
learning that they can be helped to achieve with competent
assistance."
The scaffolding teaching strategy provides
individualized support based on the learner’s ZPD. In
scaffolding instruction a more knowledgeable other provides
scaffolds or supports to facilitate the learner’s
development.
The scaffolds facilitate a student’s ability to build
on prior knowledge and internalize new information. The
activities provided in scaffolding instruction are just beyond
the level of what the learner can do alone.
The more capable other provides the scaffolds so that
the learner can accomplish (with assistance) the tasks that he
or she could otherwise not complete, thus helping the learner
through the ZPD.
Teaching
Strategy: Exploring Scaffolding
By
Elvani
Pennil
True learning
occurs when information is
integrated into an individual's knowledge base.
According to Graves and Braaten, scaffolding is defined as the
process by which an expert provides temporary support to
learners to "help bridge the gap between what [the
learner] know[s] and can do and what [he or she] need[s] to
accomplish in order to succeed at a particular learning
task."
Educational
Concept of Scaffolding
By
Latoya A. Henry
Scaffolding
is a process that requires direct teaching and monitoring by
an adult. To be successful with this teaching strategy, the
teacher must provide all information that a student needs to
complete a given task.
Detailed advice, direction of the student’s
attention, and alerts to the student of the sequence of
activities are essential to a student’s ability to perform
within the scaffolded teaching environment. Gradually, with
scaffolding, children are able to direct their own attention,
plan, and control their activities.
Scaffolding
as a Teaching Strategy
By
Linda Lawson
When most of us hear the word “scaffolding”
we think of new office buildings going up, or else aging
skyscrapers needing repair. Scaffolding is what gets erected
outside a tall building so that workers can climb up and
hammer away. From the ground below scaffolding sometimes looks
like an external skeleton, yet any long gaze will reveal it
has nothing to do with supporting the actual weight of the
building it surrounds. Instead, what is evident is the
short-lived nature of its framework, individual pieces of
which are designed to disassemble quickly. Frequent passersby
spot regular changes in vertical and lateral movement. One day
the scaffolding spreads north or retreats east; the next, it
stretches higher or drops lower. Scaffolding in construction
is a means to an end; as soon as it’s no longer needed, it
disappears.
Instructional
Scaffolding
By
Verna Lange
Scaffolds
are temporary structures that physically support workers while
they complete jobs that would otherwise be impossible.
Scaffolds provide workers with both a place to work and
the means to reach work areas that they could not access on
their own. Instructional
scaffolding is a teaching strategy that was cleverly named for
the practical resemblance it bears to the physical scaffolds
used on construction sites.
The strategy consists of teaching new skills by
engaging students collaboratively in tasks that would be too
difficult for them to complete on their own.
The instructor initially provides extensive
instructional support, or scaffolding, to continually assist
the students in building their understanding of new content
and process.
Once the students internalize the content and/or
process, they assume full responsibility for controlling the
progress of a given task.
The temporary scaffolding provided by the instructor is
removed to reveal the impressive permanent structure of
student understanding.
Instructional
Scaffolding: Building a Better Education
By
Joshua Stager
Scaffolds
are temporary structures that physically support workers while
they complete jobs that would otherwise be impossible.
Scaffolds provide workers with both a place to work and
the means to reach work areas that they could not access on
their own. Instructional
scaffolding is a teaching strategy that was cleverly named for
the practical resemblance it bears to the physical scaffolds
used on construction sites.
The strategy consists of teaching new skills by
engaging students collaboratively in tasks that would be too
difficult for them to complete on their own.
The instructor initially provides extensive
instructional support, or scaffolding, to continually assist
the students in building their understanding of new content
and process.
Once the students internalize the content and/or
process, they assume full responsibility for controlling the
progress of a given task.
The temporary scaffolding provided by the instructor is
removed to reveal the impressive permanent structure of
student understanding.
Instructional
Scaffolding
By
Juan Cano
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SCAFFOLDING:
LESSON
PLAN OUTLINES
Personification
The
Elements of a Short Story
Building
a Better Education
Easy Addition
Metric
Equivalents
Revision
Strategies
Juan
Cano
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Presentations 
