Scaffold meaning in teaching8/4/2023 The ZPD identifies the level of independency in the learner – more specifically, it identifies gaps in learning and skills. As the educator delivers new content to the student, they must be aware of each student's location within the ZPD Instructional scaffolding supports student learning and growth by shifting cognitive engagement from the teacher to the student (Fisher & Frey, 2007). This means current classrooms should make available ample opportunities to practice these skills so that students are fully equipped with leadership capabilities that align with workplace requirements for interdependency. This work requires individuals to develop into highly interactive, solution-oriented, and effective communicators and contributors, resulting in effective process thinking. Enabling students to become problem solversĪs students transition from receiving direct instruction from the teacher, towards independent problem solving and networking with other classmates, the need for instructional scaffolding is essential if students are to acquire skills that will help them lead their own learning. This ignites a student's motivation to know more about the content and, as a result, pushes forward the learner's effort to work beyond their current skill level. The activation process of the ZPD is initiated when content is taught just outside of the student's current skill and knowledge level. Vygotsky committed to his belief that instructional scaffolding and application of these scaffolds at the ZPD allowed for any child to successfully learn in any area. This support mechanism – ZPD – is the difference between what a learner can do independently and what a learner can complete with adult support or scaffolding practices. Rather, learning is a social process, guided by interactions with classmates and others involved in the lesson.Ī second layer to instructional scaffolding exists with Vygotsky's conceptual thoughts about supporting independency. Vygotsky believed that learning does not occur in isolation. He defined this as, ‘the role of teachers and others in supporting the learner's development and providing support structures to get to that next stage or level' (Raymond, 2000). Vygotsky coined a definition of instructional scaffolding that focused on teacher practices. Specifically, his sociocultural theory asserts that cognition is developed through social interaction. Instructional scaffolding as a strategy for supporting learners begins with Lev Vygotsky's sociocultural theory and his learning concept of the Zone of Proximal Development (ZPD). We also provide a practical framework for cultivating student independency and interdependency in the learning process. In this article, we uncover the answers to these questions and explore, through an instructional scaffolding model, the importance of developing students' responsibility for their learning. These questions highlight the critical elements of instructional scaffolding in the classroom. In any given lesson, when do teachers shift from being ‘information providers' to becoming facilitators of learning with their students? Do teachers know when to interrupt student thinking and provide the appropriate scaffolds? And, how can educators transition students from being teacher reliant, to independent and interdependent learners in the classroom?
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