![]() ![]() As the building is constructed, the scaffolding gets higher and higher. ![]() Hint: another common metaphor for scaffolding is the reverse of the building metaphor. This approach is commonly used in reading programs. The 3 most common strategies used in the scaffolding process are:įrom no knowledge to mastery using a scaffolded approach. It is a step-by-step systematic routine that utilises a range of teaching strategies. Scaffolding is not a strategy or technique per se but a process. Support is reduced over time when using a scaffolded approach. iii The ZPD is a level of difficulty (and how to use it as a teaching strategy is explained in more detail later in this book), while scaffolding is a teaching process. Many years later the term scaffolding was described as an effective way of providing support within this zone. This zone is where learning is maximised – learning is not too easy but also not too hard. ii The zone of proximal development is the point at which a student can complete a task with the support of a competent person – however the student could not complete the task on their own. Hint: Vygotsky (a famous Russian psychologist) is best known for coining the term ‘zone of proximal development (ZPD)’. This process (whether implemented for a single problem or an entire lesson) is referred to as scaffolding. Eventually the goal is for the student to be able to complete the task with no support. Over time however these supports can be gradually removed so the student relies on the teacher less and less. Initially students need a significant amount of support. ![]() Similarly, teachers provide varying levels of support to students. As the building nears completion however, the scaffolding is gradually removed until there is no need for it anymore and it is completely removed. During construction, scaffolding is erected all around the building. Imagine a 5 or 6-storey building under construction. Scaffolding is the gradual reduction of support and guidance in response to a student’s progressive competence at a given task.Īn easy way to understand scaffolding is to think of it in terms of a metaphor. What is the most effective way of bridging the gap between these 2 polar positions? A solution, many would argue, is scaffolding. One of the central problems that teachers grapple with on a daily basis is how to move students from a point of little understanding to the point of near mastery. i In other words, as the student gets better at something, he or she need less help. Scaffolding is the gradual reduction of support and guidance in response to a student’s progressive competence at a given task. Few teachers would argue against the effectiveness and usefulness of scaffolding to the teaching and learning process. Scaffolding is the quintessential explicit teaching strategy. Scaffolding – the teacher gradually withdraws their support in a task until the student can complete it independently. Scaffolding: a guide for classroom teachers and teacher aides The essence of all effective teaching and learning programs. Certificate III & IV in School Based Education Support in SA.Certificate III & IV in School Based Education Support in NSW.Certificate III & IV in School Based Education Support in Victoria.Certificate III & IV in School Based Education Support in Queensland.Certificate III & IV in School Based Education Support in WA.Teacher aide courses in South Australia.Teacher aide courses in New South Wales.Teacher aide courses in Western Australia.Teacher aide certificates and qualifications.A review of the academic literature (literature review).Should you enrol in an online teacher aide course?.What is an integrated course? And why it matters.CHC40213 Certificate IV in Education Support.CHC30213 Certificate III in Education Support.CHC40221 Certificate IV in School Based Education Support.CHC30221 Certificate III in School Based Education Support.
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