Scaffolding

Instructional scaffolding is a term coined by Wood et al.
(1976), it piggy back on
Vygotsky’s zone of proximal development (Vygotsky, 1978), it is thought of as a process
whereby teachers use strategies to help students solve problems and learn (Roberts, 2013, p. 30.).
The idea is that the teacher becomes the facilitator to help students master a concept. The teacher
assists the student by breaking up the material into smaller manageable pieces, whilst
encouraging the students to take an active role in learning (Alber, 2014). If scaffolding is done
properly the student will master the skill or concept and will now be capable of completing the
task independently (Benson, 1997). The scaffolds or props will be removed at this point.
To initiate the scaffolding process the teacher must recognize that the student/s are unable
to complete or understand a task or concept. The teacher must then establish and access the
student’s level of understanding, to adequately support the student (Roberts, 2013). Therefore,
scaffolding works together with differentiated learning (Alber, 2014). According to Ellis and
Larkin (1998) the following framework is helpful when incorporating scaffolding throughout the
lesson.
1. The teacher does it: demonstrates the task.
2. The class does it: the teacher and students work as a class to complete the task.
3. The group does it: the students are placed in small cooperative groups to complete the
task.
4. The individual does it: the student is now equipped to complete the task independently.
There are many techniques which can be used to incorporate scaffolding in a lesson. The grid
and frameworks strategy specifically layers inference in Geography and the pre-taught
vocabulary as outlined by Roberts (2013) would be used. It will be used to teach the concept of
spatial distribution of rivers and its relationship to limestone areas. The layer inferencing
technique contains four levels of nested rectangles (see figure 1). The image for analysis will be
placed at the centre and the following questions will be listed in each rectangle. The questions
are:
1. What does the map tell you about rivers and limestone features seen?
2. What can I determine/ infer from the map about the rivers and limestone features
seen?
3. What is does the map NOT tell me about the rivers and limestone features?
4. What further questions do I need to ask about the rivers and limestone features on the
map?
Figure 2. depicts a flow chart outlining the steps for the scaffolding process to be
implemented. The teacher will introduce and demonstrate the use of the layer inference
framework to analyse a map. In the second phase the class will append their thoughts as the map
is passed around. At this stage the teacher will reintroduce key terms such as drainage density
and the features of limestone areas. Third stage the students will repeat the task however in
groups of 2-3. Slowly the supports are being removed and it is anticipated that at fourth stage the
individual will master the concept of spatial distribution and will be equipped to explain the
distribution of river systems on maps and relate to the limestone characteristics.
(Word count: 521)

What further questions do I need to ask about the rivers and limestone features on the map?
What is does the map NOT tell me about the rivers and limestone
features?
What can I determine/ infer from the map about the rivers and limestone features seen?
What does the map tell you about rivers and limestone features
seen?
Figure 1: Showing Layer Inferencing

Figure 2: Flow Chart showing the Layers Inference Strategy
References
Alber, R. (2014, January 24). 6 Scaffolding Strategies to Use With Your Students. Edutopia.
https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber
Benson, B. K. (1997). Coming to Terms: Scaffolding. The English Journal, 86(7), 126–127.
https://doi.org/10.2307/819879
Ellis, E., & Larkin, M. (1998). Strategic instruction for adolescents with learning disabilities. In
B. Y. L. Wong (Ed.), Learning about learning disabilities (2nd ed.). Academic Press.
Roberts, M. (2013). Geography Through Enquiry: Approaches to teaching and learning in the
secondary school. (ISBN978-1st-84377th-337th-5 ed. ed.). Geographical Association.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes
(Revised ed.). Harvard Univ Pr.
Wood, D., Bruner, J. S., & Ross, G. (1976). THE ROLE OF TUTORING IN PROBLEM
SOLVING. Journal of Child Psychology and Psychiatry, 17(2), 89–100.
https://doi.org/10.1111/j.1469-7610.1976.tb00381.x

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Instructional scaffolding is a term coined by Wood et al.

(1976), it piggy back on

Vygotsky’s zone of proximal development (Vygotsky, 1978), it is thought of as a process

1. The teacher does it: demonstrates the task.

distribution of river systems on maps and relate to the limestone characteristics.

(Word count: 521)

Figure 1: Showing Layer Inferencing

secondary school. (ISBN978-1st-84377th-337th-5 ed. ed.). Geographical Association.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes

(Revised ed.). Harvard Univ Pr.

SOLVING. Journal of Child Psychology and Psychiatry, 17(2), 89–100.

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