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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.
Although Vygotsky himself never mentioned the term, scaffolding was first developed by Jerome Bruner, David Wood, and Gail Ross, while applying Vygotsky's concept of ZPD to various educational contexts. [4] According to Wass and Golding, giving students the hardest tasks they can do with scaffolding leads to the greatest learning gains. [16]
In a similar way, there is a gradual dismantling of the scaffolding as the 'job' becomes more secure and so there is a gradual release of responsibility from the teacher to the learner. As scaffolding is temporary, so too are the lessons that are constructed to help students as they embark into unfamiliar thinking.
Dynamic assessment is a product of the research conducted by developmental psychologist Lev Vygotsky. It identifies Constructs that a student has mastered (the Zone of Actual Development) Constructs that a student is currently able to understand or tasks a student can do with scaffolding (the Zone of Proximal Development).
Psychological tools are one of the key concepts in Lev Vygotsky's sociocultural perspective. Studies on increasing the use of student discussion in the classroom both support and are grounded in theories of social constructivism. There is a full range of advantages that results from the implementation of discussion in the classroom.
Vygotsky, a psychologist and social constructivist, laid the foundation for the interactionists view of language acquisition.According to Vygotsky, social interaction plays an important role in the learning process and proposed the zone of proximal development (ZPD) where learners construct the new language through socially mediated interaction.
Vygotsky explains that private speech stems from a child's social interactions as a toddler, then reaches a peak during preschool or kindergarten when children talk aloud to themselves. [13] Private speech serves as "the social/cultural tool or symbol system of language, first used for interpersonal communication but later employed by the child ...
The curriculum was further developed to incorporate Lev Vygotsky's zone of proximal development and Jerome Bruner's related strategy of adult scaffolding. This method emphasizes the role of adults to support each child at their current developmental level and help them build upon it under a model of "shared control," where activities are both ...