Scaffolding

Nature and Characteristics

A quick survey of the educational literature suggests that scaffolding has become an increasingly popular topic since the 1970s. To understand how scaffolding works, it might be instructive to think of a building that is constructed with temporary structures in place that support it as long as it lacks the integrity to support itself. The scaffolding is gradually removed as the building becomes more stable and can stand alone. In the same way, instructional scaffolding provides learners with support as new knowledge or skills are constructed and is withdrawn as learners become independent enough to stand on their own.

The analogy of a parent teaching a child to ride a bike may also be helpful in this context. Initially, the parent might model for the child how to get on the bike (perhaps one with training wheels) and demonstrate how to pedal to get the bike moving. Gradually, the child is encouraged to get on the bike and start pedaling, with the parent holding on to the bike. As the child continues to practice and becomes more confident, the training wheels are removed and parental support is gradually withdrawn, until balance has been achieved and the child is able to ride independently. If the parent lets go too soon, the child may crash into a neighboring tree; if the parent keeps the training wheels on or holds on longer than is necessary, there is the danger of limiting the child’s sense of autonomy and confidence. Throughout the process, the parent allows for both modeling of desired behaviors and the practice of the newly learned skills. The parent–child interaction changes through the experience, with the parent providing direct, firm support at the beginning, to finally withdrawing support altogether, but being available to the child should parental assistance be sought.

Scaffolding is related to the social constructivistic approach of Lev Vygotsky’s zone of proximal development, the gap between the point at which students need adult assistance with their learning tasks and the point at which they can work unassisted on those tasks. Teaching in this zone requires social interaction and communication between a “more knowledgeable other” and the learner. Scaffolding is also related to the gradual release of responsibility model described by David Pearson and Margaret Gallagher in 1983, in which teachers initially shoulder the main responsibility for learning tasks and then finally allow students to take on responsibility for their own learning as they become more competent (I do, We do, You do). At the most basic level, scaffolding reflects what is now thought of as good teaching: the ability to be flexible and make accommodations to serve the unique needs of each learner.

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