Scaffolding is drawn by Vygotsky's Zone of proximal development (ZPD) concept. It refers to the "range of tasks that are outside of the learner's current independent ability but are achievable with the appropriate supports" (Reiser & Tabak, 2014). This supports is what many authors and learning scientists refer to as Scaffolding. According to the authors, scaffolding is the work shared between the learner and some more knowledgeable other or agent this can be either a parent, teacher facilitator, a learning technology, a curriculum, prompts, guides, challenges among others... . And by actively participating in working through tasks that gradually increase complexity, learners learn from the experience can.
Below you can read more about how I have applied Scaffolding
Scaffolding must be present in all learning experiences, either formal or informal. The design of this scaffolding must be aligned coherently to the learning goal and the learner's prior knowledge. To design or implement scaffolding strategies, start by identifying the learner's Zone of Proximal Development and provide the proper scaffolding according to the learning goals and learner's level and then fade.
Although scaffolding might be like a spiral where fading is introduced, and the learner has achieved higher levels of expertise, new structure means must be addressed in the design.
To design or implement scaffolding strategies, it is imperative to start by identifying the learner's Zone of Proximal Development and provide the proper scaffolding according to the learning goals and learner's level.
Scaffolding, as the learning engineering process, must be systematic because:
Examples and applications
Manipulatives that support embodied learning; We incorporated the work with hands-on materials to solve problems in the "Telling Science" project.
Modeling: Expert models and scaffolds novices, the help fades, and the learners set new goals. In the Curiously App, the primary scaffolding to the learner was designed to be through caregiver-child interactions in which modeling curiosity and exploration was encouraged. I created prompts and guides for parents to model curiosity and exploration to accomplish this.
Scripts and prompts; In the Sustainable Self-care Workshop, learners were guided through a booklet with prompts, activities, and cues for reflection. In the Curiously App, prompts and scripts were embedded in the app to promote making connections across the different stages of the experience.
Coach on the side, not sage on the stage; model strategies and allow learners to engage on those.