Vygotsky scaffolding teaching strategy

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Vygotsky suggests that there are two parts of a learner’s developmental level: the “actual developmental level” and the “potential developmental level”. The students’ interest is held by asking them to supply two-digit numbers for addition, playing “Stump the Teacher”. A teacher may orally describe a concept to students, use a slideshow with visual aids such as images and graphics to further explain the idea, ask several students to illustrate the concept on the blackboard, and then provide the students with a reading and writing task that asks them articulate the concept in their own words.

The Vygotsky theory of cognitive development states that students will learn more when they receive guidance from someone with more skills in the subject they're learning than they would if they were tackling the subject on their own.

Vygotsky scaffolding is part of the education theory the zone of proximal development. When students know the reason why they are being asked to complete an assignment, and what they will specifically be graded on, they are more likely to understand its importance and be motivated to achieve the learning goals of the assignment.

Mind in society: The development of higher psychological processes. Harvard University Press.

For more information, contact Joel Fravel ([email protected]), Program Specialist, T/TAC at VCU.

Categories Autism Spectrum Disorder, Behavior, Inclusive Practices, Intellectual Disabilities, Math, Reading

Scaffolding in Education with Examples: A Comprehensive Guide

Scaffolding in Education with Examples

Scaffolding in Education with Examples is a vital teaching strategy that provides temporary support to students as they learn new concepts or skills.

In some cases, the term guided practice may be used to describe this general technique.

  • The teacher describes or illustrates a concept, problem, or process in multiple ways to ensure understanding. Scaffolding in teacher–student interaction: A decade of research. Consequently, the task is learned as a whole instead of a set of individual sub-skills.

    She takes this opportunity for further modeling of the skills and verbally presenting the process as she works through these problems.

    The students are then allowed to work several problems independently as the teacher watches and provides assistance where needed. Understanding and comparing both will assist the educational, professional or trainer in their assessment of the usefulness of the strategies and techniques as well as allow for comprehensive planning before implementation.

    Provide enough assistance to allow students to achieve success quickly. Think-aloud modeling gives auditory substance to the thought processes associated with a task. After discussing the meanings and providing examples, the teacher can guide students through the reading, pausing to ask questions and clarify understanding.

    This gradual increase in difficulty helped the student improve his English skills while reducing feelings of frustration from attempting language skills beyond his current level.

    A similar scaffolding psychology study published in 2014 found that, in a group of 30 Australian language students, those who had tutors that used scaffolding techniques made significantly more progress in their writing quality and strategy application.

    Two studies, one from 2003 and one from 2010, found that ZPD and scaffolding can be effective, but if the instructor doesn't know how to implement them correctly, she is at risk of helping students too much which turns them into passive learners and hinders their growth.

     

     

    Tips for Using Vygotsky Scaffolding in the Classroom

    From the studies discussed above, we know that instructional scaffolding can be an effective teaching tool, but only if the instructor understands how to use it.

    vygotsky scaffolding teaching strategy

    This leads us to verifying and clarifying student understandings. Then she reduces the number of steps for initial success by modeling, verbally talking through the steps as she works and allowing the students to work with her on the sample problems.

    An overhead projector is a great tool for this activity because the teacher is able to face the class while she works the problems.

    This approach reflects the Gradual Release of Responsibility framework, often described as “I do, we do, you do,” which has consistently been shown to strengthen students’ comprehension and retention (Fisher & Frey, 2021).

    In addition to modeling, providing visual and organizational support can significantly improve student outcomes.

    Dr. Bruner and other psychologists began studying the use of ZPD in different educational contexts, and they found that encouraging students to tackle the most difficult tasks within their ZPD leads to the most learning.

    Today scaffolding continues to be studied and used in schools, and much recent research has focused on how to use scaffolding to make classes (including online classes) more effective.

     

     

    Does Vygotsky Scaffolding Work?

    Over the past several decades, numerous studies have been conducted to study the effectiveness of using ZPD and scaffolding as teaching methods.

    When designed intentionally, these tools reinforce academic skills and help students develop self-regulation and metacognitive awareness, both of which are critical for long-term success (Kramarski & Michalsky, 2022).

    Ultimately, effective scaffolding helps students take ownership of their learning. https://doi.org/10.1007/s11423-022-10156-2

    Van de Pol, J., Volman, M., & Beishuizen, J.

    (2010).