WHAT:
In effective instruction, teachers scaffold instruction when they provide substantial support and assistance in the earliest stages of teaching a new concept or skill. There are two types of scaffolding techniques: verbal and procedural. Verbal scaffolding uses prompting, questioning, and elaboration. Procedural scaffolding involves explicit teaching, modeling, practice opportunities through flexible grouping, and expectations for independent application. In addition, instructional scaffolding can be used to enhance learning.
WHY:
The Zone of Proximal Development (ZPD) is the difference between what students can accomplish alone and what they can accomplish with assistance. By initiating instruction at the students’ current performance level and providing support to move them to a higher level of understanding and accomplishment, students become more independent learners (Vygotsky, 1978).
HOW:
When planning a lesson with students’ needs in mind, teachers determine which scaffolding techniques will allow students to attain proficiency as defined by the content and language objectives.
Verbal
Modeling think-alouds
Paraphrasing student responses
Prompting student responses and elaboration
Reinforcing academic vocabulary
Using wait time
Procedural
Flexible grouping
Gradual Release of Responsibility
(I do, We do, You do)
One-on-one teaching, coaching, and modeling
Small group instruction
Teach, model, practice, and apply
Instructional
Fishbowl approach
Graphic organizers
Manipulatives
Sentence starters
Visuals or realia
