Introduction
Whether teachers realize it or not, they are continuously scaffolding instruction for their students. The dictionary definition of scaffolding is: a temporary structure on the outside of a building, made usually of wooden planks and metal poles, used by workers while building, repairing, or cleaning the building. This definition applies quite well to its’ educational connotation. Instructional scaffolding is temporary. It allows students to build, repair, and/or polish their understanding of concepts and skills. It is used temporarily to support students as they develop the required knowledge/skill needed to do something independently or progress to the next level of a skill.
Levels of Scaffolding
Prior to Instruction
Prior to instruction of a new concept/skill, the undeveloped conceptual and/or procedural knowledge of students greatly outweighs the secure conceptual and/or procedural knowledge of students as it pertains to the new concept/skill. Students generally have some prior knowledge that will enable them to begin to construct new learning of a concept/skill.
The task of learning a new concept/skill in Figure 1 appears daunting – students know so little, and what they need to learn is so great. Compare that to Figure 2 in which scaffolding is put into place – it is constructed to meet the level of secure knowledge the students possess, it consists of several layers, and it provides support throughout the learning process.
Highest Level of Scaffolding
As mentioned above, the highest level of scaffolding meets the level of student conceptual/procedural knowledge (Fig. 2). At the highest level, students will begin to build from their prior knowledge new foundational knowledge for the new skill/concept. At this level, only a small portion of the overall concept/skill is addressed.
What might these scaffolds be? They could be: providing schema, building vocabulary, graphic organizers, visual aids, manipulatives, etc. Anything that assists students in accessing the new learning can be considered an instructional scaffold.
Moderate Level of Scaffolding
As the students build new knowledge from their prior knowledge, the secure conceptual and/or procedural knowledge increases (Fig.3). Scaffolding for that level of understanding is no longer needed, so it is removed. As you can see from Figure 3, the scaffolding may be removed, but the experience and knowledge of it still exists in the students’ mind – it cannot be erased. The overall portion of concept/skill addressed at this level increases significantly.
Lowest Level of Scaffolding
As students’ secure knowledge grows, more levels of scaffolding are removed (Fig. 4). Now, only secure knowledge, and the last remaining knowledge that students are in the process of learning exist. All aspects of the concept/skill are addressed at this level.
After Successful Scaffolding
After successful scaffolding, students have secure conceptual and/or procedural knowledge of the concept/skill (Fig. 5). All scaffolding is removed because it is no longer needed by the students. In Figure 5, the outline of the scaffolding remains – the experience and knowledge of the scaffolds continues to exist in the students’ mind. The scaffolds cannot be erased, but they can be recalled or referred to when and if necessary by the students or teacher.
Conclusion
Instructional scaffolding is a comfort to both students and teachers. It allows students to build on prior knowledge gradually and comfortably, and it allows teachers to teach difficult and complex concepts/skills successfully.
