Do you know how scaffolding works or why it is necessary?

    As you may have already seen by the title, the topic of today will be scaffolding. It is important for us as future  teachers to recognize the importance of using scaffolding in our class. This entrance shows how scaffolding can be useful for us.

    Scaffolding was first used by researchers to describe the role adults could play in helping children or novices solve problems in tutoring situations (Wood, Bruner, & Ross, 1976). In education, Scaffolding refers to a variety of  techniques used to move students progressively toward stronger understanding and, greater independence in the learning process. We will provide successive levels of temporary support that will help students reach higher levels of comprehension and skill acquisition that they would not be able to achieve without assistance.

     Our main goal  is to reduce the negative emotions that students may experience when they get frustrated when attempting a difficult task without the assistance, or understanding they need to complete it. Like physical scaffolding, the supportive strategies are incrementally removed when they are no longer needed, and we gradually shift more responsibility over the learning process.

    You may think, how can I do it or where I can find some information? Fortunately, you're reading this blog so you're safe.

We have some examples will serve to illustrate a few scaffolding strategies:

• We will describe how the new lesson builds on the knowledge and skills students were taught in a previous lesson. By connecting a new lesson to a lesson, we show students how the concepts and skills they already learned will help them with the new assignment. Similarly, we may also make explicit connections between the lesson and the personal interests and experiences of the students as a way to increase understanding in the learning process.
• We will give students a simplified version of a lesson or assignment,  and then gradually increases the complexity or difficulty over time. To achieve the goals of a particular lesson, we may break up the lesson into a series of mini-lessons that progressively move students toward stronger understanding.
• We will describe or illustrate a concept, problem, or process in multiple ways to ensure understanding. We may orally describe a concept to students; use  visual aids such as images and graphics to further explain the idea.
• Students are given a model of an assignment they will be asked to complete.  The model provides students  a concrete example of the learning goals they are expected to achieve or the product they are expected to produce.
• Students are given a vocabulary lesson before they read a difficult text. 
• We will describe the purpose of a learning activity, the directions students need to follow, and the learning goals they are expected to achieve. We may give students a handout with step-by-step instructions they should follow.

It's time for us to join these experiences!