Scaffolding approach

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The notion of scaffolding has been around for a long time. It emanates from Vygotsky's concept of the zone of proximal development and his emphasis on providing assistance to enable a learner to focus on areas of potential development. At any point in a learner's development, some activities are within the learner's competence, others can be accomplished with guidance, and others lie outside the learner's scope. This central band of activity is referred to by Vygotsky as the zone of proximal development.

The concept of scaffolding in teaching serves a similar purpose to the scaffolding constructed around a building to make it safe and accessible. When the job has been done, the scaffolding is removed and the new or reconstructed building stands in its own right. Teachers can use scaffolding techniques to teach a specific aspect of basic skills. They construct a 'scaffold' around the area so that learners have direct access to the chosen focus, with nothing allowed to get in the way. To be of benefit, scaffolding must be temporary. When the learner shows signs of handling the task in question, the 'scaffolding' can then be removed gradually until it is no longer needed. In this way, 'handover' is achieved; without this part in the process, scaffolding would breed dependence and helplessness. Scaffolding enables learners to reach beyond their current competencies and explore new understandings and skills.

In a learning situation that aims to give learners control of writing a letter for a job application, the teacher might want to work on the staged approach of modelling, joint negotiation of text and independent construction.

Modelling involves the discussion of the purpose of the text and shared experience within that context, followed by examples of a model text. The teacher and learners would discuss the distinctive features of text construction and language realised in the model text. The next stage involves the teacher and learners in the joint construction of a text in the same genre, foIlowed by the joint construction of another text by the learners working in groups. In this stage, the teacher might also supply a writing frame as a learning aid and work with the learners to revise the group's jointly constructed texts.

In the final stage of independent construction, the learners construct their own independent texts.

Adapted from Assessment, Teaching and Learning (A Practical Guide to First Steps)

© 1999 Education Department of Western Australia

Published by Ginn Heinnnemann Professional Development (GHPD)

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