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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.
Through the dialogic nature of scaffolding, the student and teacher interact in order to establish the optimal amount of assistance and titration of this assistance. At the heart of the creation of the scaffolding extension to distributed scaffolding, was the need to address the many different ways a scaffold could be provided.
The teacher is a guide to scaffolding students’ learning in several ways throughout in the LGL strategy. First, the teacher asks students to recall words and phrases that are associated with the given concept. Then, the teacher writes and reads the list of words generated, modeling the appropriate spelling and pronunciation.
Present new material in small steps with student practice after each step. Ask a large number of questions and check the responses of all students. Provide model. Guide student practice. Check for student understanding. Obtain a high success rate. Provide scaffolds for difficult tasks. Require and monitor independent practice
Record answers in plain view for students. Practice and model group roles in order to reduce in-fighting and uneven work distribution in groups. Provide limited scaffolding for students struggling with the mission. Use the following generic guiding questions, but modify them if needed to meet the needs of your students and/or mission:
As scaffolding is temporary, so too are the lessons that are constructed to help students as they embark into unfamiliar thinking. As noted by Pearson and Gallagher, "The critical stage of the model is the 'guided practice,' the stage in which the teacher gradually releases task responsibility to the students."
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 students are placed in small groups or teams. The class in its entirety is presented with a lesson and students are subsequently tested. Individuals are graded on the team's performance . Although the tests are taken individually, students are encouraged to work together to improve the overall performance of the group.