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Scaffolding
Scaffolding, according to Wood, Bruner, and Ross (1976), as cited by Fisher & Frey
(2010), is a process that enables a child to achieve a goal or solve a task beyond his unassisted
efforts. Benson (1997), as cited by Fisher & Frey (2010), goes on to identify that this process
acts a bridge, which allows students to arrive at a point they may have previously not known by
building on what is already known. The idea of scaffolding is closely related to Lev Vygostskys
(1978) theory of the zone of proximal development. The zone of proximal development refers
to a learners potential developmental level, which is the learners ability to solve problems
under the guidance of more knowledgeable peers or mentors (Fisher & Frey, 2010). Therefore, in
order to stimulate knowledge or expand learning within the zone of proximal development,
unassociated or new information; and it serves to reduce the demand on working memory (Fisher
& Frey, 2010). Maloch (2002) identified that effective scaffolding tools include direct and
indirect explanations, modeling, highlighting of strategies and reconstructive caps (Fisher &
Frey, 2010). In addition, Rodgers (2004/05) highlighted that effective scaffolding should also
allow students to make errors, as these errors provide an opportunity for teachers to provide
relevant explanations; and for teachers and students to work together to understand concepts. The
errors guide the type of scaffolding that is required (Fisher & Frey, 2010).
Fisher & Frey (2010) highlights the findings of Hogan and Pressley (1997) who
1. Pre-engage the students and the curriculum this involves the selection of tasks that are
2. Establish a shared goal when students are directly involved in creating instructional
students prior knowledge, background, and misconceptions can act as precursors for
assessing progress.
4. Provide tailored assistance this involves the use of a variety of support techniques such
as diagrams, visual information, prompts, models, etc.; which all contribute to meeting
5. Maintain pursuit of the goal this is achieved by allowing students to explain their
progress during a task, while the teacher provides praise and encouragement.
6. Give feedback both the students and teacher must provide feedback of any progress
during a task, as this highlights what was done and what is yet to be accomplished.
7. Control for frustration and risk this is accomplished when the teacher is able to provide
a supportive learning environment that is both welcoming and safe; while encouraging
key step as it assists students in becoming less dependent on instructional support from
The following flow chart demonstrates how a specific set of instructional scaffolds can be
T informs students
T informs students that diffusion is a process concerning matter All matter is made that our goal/aim
up of particles is to identify the
movement of
T asks students to recall what they know of matter Particles move particles in the
freely in liquids & process of
gases diffusion
T states the
T asks students if movement was organized or random Random same occurs in
diffusion
Students are to identify the states of matter involved in each, and explain
how the movement of particles occurs using key principles identified
T asks students if they can explain why everyone smelt Perfume and water T states the
the perfume and if the water became entirely red with particles were same occurs in
Kool Aid distributed throughout diffusion
To end the session, T asks students to summarize the 4 principles learnt about
the movement of particles in diffusion
DEVRANI NARINE-GADAR 04740401 4
The instructional scaffolds used in the flow chart above include: role-play, questioning,
examples, and visual scaffolds. These were all used to identify and establish relationships with
The flow chart attempted to include all key components of scaffolding. The selected topic
and the stated aim/goal are in accordance with tasks that match curriculum goals. The exercise
required students recall prior knowledge of matter and particles, helping to establish a point from
which progress can be made; and for the introduction of new tasks that can build on that prior
knowledge. A variety of instructional scaffolding supports were used, as stated above; in order to
assist in progressing the students through the task. Throughout the flow chart, the questions and
activities served to keep the students focused on the goal, as well as to demonstrate their progress
in conducting the tasks. In addition, fun and interactive activities were selected to create a
supportive learning environment where the students would be comfortable in expressing their
ideas and opinions. The final task, whereby students were to explain the processes occurring
when perfume was sprayed and Kool Aid added to the water, offered a task associated with
diffusion, but which was presented in a different context. The aim of this task was to promote
student reasoning and analysis of two different situations associated with diffusion; but without
instructional supports.
An important aspect of the scaffolding process illustrated in the flow chart is that once
the instructional scaffolds are removed, with respect to diffusion, students can now apply the
new principles and concepts learnt to everyday situations; and provide reasonable explanations
Bibliography
Fisher, D., & Frey, N. (2010). Guided Instruction: How to Develop Confident and Successful
https://books.google.tt/books?id=bVx7Z5HPJG8C&printsec=frontcover&source=gbs_ge
_summary_r&cad=0#v=onepage&q&f=false
The flow chart and the accompanying explanation did a good job of applying the theory to
practice. A very in-depth explanation using citations. When you are citing a secondary author, it
should read.. X as cited in Y stated., rather than you did above in your first two lines.