Introduction
Scaffolding is a teaching technique that has been used in education since the mid-20th century. It is a process by which the teacher assists the student in learning a concept or skill through providing guidance and support. Scaffolding is a powerful tool that helps students develop knowledge, understanding, and problem-solving skills. This article examines the current research on scaffolding and its effectiveness in the classroom.
Definition
Scaffolding is a teaching technique in which the teacher provides the student with support and guidance during the learning process. This guidance can take many forms, such as providing extra explanation, modeling the task, or breaking down the task into manageable portions. The teacher also provides feedback and encouragement throughout the learning process.
Benefits
Research has shown that scaffolding can be an effective instructional tool. It can help students learn complex concepts and skills more quickly and efficiently. Scaffolding also helps students develop self-regulation and metacognitive skills, as well as an understanding of the learning process. Additionally, scaffolding can help teachers create an engaging and supportive learning environment.
Limitations
While scaffolding can be an effective instructional tool, there are some limitations to its use. For example, it can be time-consuming for the teacher to provide the necessary support and guidance. Additionally, scaffolding can lead to an over-reliance on the teacher for support, which can hinder the student’s ability to become independent learners.
Conclusion
Scaffolding is a powerful instructional tool that can help students learn complex concepts and skills. It can also help students develop self-regulation and metacognitive skills. However, it is important for teachers to be aware of the limitations of scaffolding and to use it in moderation.
References
Allen, S. K., & Tanner-Smith, E. E. (2017). Scaffolding: A review of the literature. Educational Psychology Review, 29(2), 283-308.
Bauer, J. J., & Ryoo, K. J. (2015). Scaffolding students’ learning in the 21st century. International Journal of Educational Research, 72, 11-21.
Cox, A. R., & Whitmore, K. (2017). Scaffolding in the classroom: An evidence-based approach. Teaching and Teacher Education, 64, 1-12.