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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.
This term 'scaffolding' is a useful metaphor that is used to symbolise the process of supporting a learner in the early stages of the learning process – as the walls get higher – until there is sufficient evidence of knowledge and skills having been acquired, to then be able to remove that scaffolding so the learner is able to 'stand alone ...
According to Wass and Golding, giving students the hardest tasks they can do with scaffolding leads to the greatest learning gains. [ 16 ] Scaffolding is a process through which a teacher or a more competent peer helps a student in their ZPD as necessary and tapers off this aid as it becomes unnecessary—much as workers remove a scaffold from ...
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.
The first three, modeling, coaching, scaffolding, are at the core of cognitive apprenticeship and help with cognitive and metacognitive development. The next two, articulation and reflection, are designed to help novices with awareness of problem-solving strategies and execution similar to that of an expert.
Online tutors also need to be aware of the stages learners usually employ in the online environment; these stages determine the kinds of scaffolding (help) that is appropriate for learners at each stage. Salmon (2004) suggests five stages for learning and scaffolding appropriate to each: Access and motivation; Online socialization; Information ...
Instructional scaffolding – Support given to a student by an instructor; Learning styles – Largely debunked theories that aim to account for differences in individuals' learning; Motivation – Inner state causing goal-directed behavior; SECI model of knowledge dimensions – Model of knowledge creation
A scaffolding hierarchy of the affective domain related to learning. Skills in the affective domain describe the way people react emotionally and their ability to feel other living things' pain or joy. Affective objectives typically target the awareness and growth in attitudes, emotion, and feelings.