Instructional Scaffolding

Think back to the way you learned to ride a bike. Chances are you didn’t just hop on and start pedaling down the street the first time. Instead, an adult probably explained the basics of how to push off with your feet, steer, and brake. Next, you likely rode with training wheels. Later, when the training wheels were taken off, an adult held on while you balanced for the first few times before letting go. Eventually, you could ride without any help at all.

This support helped you learn to ride a bike gradually; your confidence increased at each step, until you could do it independently. This type of support, called scaffolding, is important when teaching new concepts in the classroom as well.

In this video, we will define instructional scaffolding and describe its stages. We will also describe the zone of proximal development, where instructional scaffolding is most likely to be effective.

Zone of Proximal Development and Scaffolding

Scaffolding is an instructional practice described by Lev Vygotsky, a Russian psychologist and learning theorist.

Vygotsky explained that a student learns best within the zone of proximal development. Activities within this zone build upon prior knowledge and skills. They are too difficult for the student to complete independently, but are possible with some support, or scaffolding. In the classroom, this scaffolding can come from a teacher or a peer who is proficient in the concept.

The concept being taught should be within this zone for the scaffolding to be most effective.

Consider the following example. A fourth-grader has recently learned to divide three-digit dividends by one-digit divisors, resulting in quotients without remainders. Building upon this existing knowledge, he may next be taught to complete similar problems resulting in remainders, with scaffolding along the way. This is a logical and achievable next step.

On the other hand, teaching the student to divide mixed numbers next would likely cause frustration, even with extensive scaffolding. The gap between existing skills and desired skills would be too great.

Teachers initially provide a high degree of support as a new concept is introduced. The scaffolding is gradually reduced over time until the student can complete the task independently.

Let’s explore these stages of scaffolding now.

Stages of Scaffolding

“I Do” Stage

In the first stage of scaffolding, the teacher provides direct instruction and modeling of the concept. This is sometimes referred to as the “I Do” stage of instruction.

For example, if students are learning to write a three-paragraph essay, the teacher may first activate prior knowledge by reviewing the parts of a single paragraph. Next, he may explain the components of a three-paragraph essay: the introduction, body, and conclusion. He may explain what types of sentences should go into each part, using several examples. Next, he may model writing his own three-paragraph essay, thinking aloud during the process. During this stage, the instruction is grouped into small, manageable steps to avoid overloading students with too much information all at one time.

Though the teacher leads this part of the instruction, students should still be engaged. Frequent knowledge checks should be included to gauge understanding and determine if additional teaching or modeling is needed before moving on.

“We Do” Stage

In the second stage of scaffolding, often referred to as the “We Do” stage, students begin taking more ownership over their learning, and the scaffolding is reduced. This stage typically involves some type of guided practice activity, where students begin attempting the task while receiving immediate feedback from the teacher.

For example, the teacher may give students a detailed graphic organizer to assist with mapping out the components of a three-paragraph essay, with sample sentence starters for each section. Students may complete the graphic organizer in pairs while the teacher observes and gives feedback. The completed graphic organizers may then be used to compose essay drafts, which would again receive immediate feedback.

Students may need multiple practice opportunities with teacher support during this stage before being ready to move on to the next stage.

“You Do” Stage

In this final stage, scaffolding is further reduced, and students attempt to complete the task with minimal support. This is often referred to as the “You Do” stage.

For example, students may now be asked to write their own three-paragraph essays.

Some scaffolding may still be available in this stage, but more ownership is placed on the student. In this case, students may be given blank graphic organizers without sentence starters, or an anchor chart showing the structure of a three-paragraph essay may be displayed on the wall. The teacher is still available in case students get stuck, but he does not walk them through each step.

Performance in this final stage can be used to determine which students have met the learning goals and can complete the task independently and which students still need additional instruction and practice.

Review

Let’s review what we learned in this video.

• According to Vygotsky, students learn best in their zone of proximal development, where a new concept builds upon existing knowledge and is achievable with instructor or peer support.
• This support is known as scaffolding. Scaffolding is gradually reduced over time until students can complete a task independently.
• In the first stage of scaffolding, the “I Do” stage, the teacher provides direct instruction and modeling.
• In the second stage, the “We Do” stage, students complete guided practice activities with feedback.
• In the final stage, the “You Do” stage, students complete the task with minimal support.

Questions

Now for a couple questions before we go:

Mrs. Flores is introducing how to find the circumference of a circle to her seventh-graders. First, she models how to use the formula to find circumference using several examples. Next, she assigns ten practice problems, which students are directed to complete independently. Several students struggle to complete the problems. Which stage of scaffolding did Mrs. Flores omit, and which type of support should be provided at this stage?

What types of scaffolding can be used to support students who are learning the steps of the scientific process in addition to instructor modeling and feedback?

That’s all, thanks for watching and happy studying.