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Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning , which tends to facilitate more efficient learning than teacher-centered learning.
Distributed scaffolding is a concept developed by Puntambekar and Kolodner in 1998 [1] that describes an ongoing system of student support through multiple tools, activities, technologies and environments that increase student learning and performance.
Improvement in writing can also be seen when teachers implement a guided writing aspect to their literacy based lessons. Gibson notes that providing immediate instructional scaffolding to specific groups of students increases performance. The teacher chooses the instructional goals based on observation and formative assessment. [16]
"Scaffolding [is] the way the adult guides the child's learning via focused questions and positive interactions." [17] This concept has been further developed by Mercedes Chaves Jaime, Ann Brown, among others. Several instructional programs were developed based on this interpretation of the ZPD, including reciprocal teaching and dynamic ...
Instructional scaffolding is the act of applying strategies and methods to support the student's learning. These supports could be teaching manipulatives, activities, or group work. The teacher may have to execute parts of the task that the student is not yet able to do.
The facilitators are responsible for providing the anchor, the problem statement and embedded data in the story. Anchored stories also contain hints that act as instructional scaffolding to resolve problems. Scaffolding provides a temporary framework to support learning. The facilitator coaches and guides the learners through the learning process.
Beginning around 1967, Bruner turned his attention to the subject of developmental psychology and studied the way children learn. He coined the term "scaffolding" to describe an instructional process in which the instructor provides carefully programmed guidance, reducing the amount of assistance as the student progresses through task learning.
These programs give power to children's voices and are consistently scaffolding their learning (Stacey, 2009). The teacher is constantly going through the process of observing and documenting, planning learning experiences, implementing plans, documenting and beginning the cycle again (Crowther, 2005; MachLachlan et al., 2013; Stacey, 2009a ...