Scaffolding refers to the support provided by teachers or peers to help students accomplish tasks they might not be able to do independently. The support is gradually removed as students become more proficient.

Effect Size:

John Hattie's research identifies Scaffolding with an effect size of 0.82, indicating a moderate to high impact on student learning​ (YouTube) ​(ASCD).

Summary:

• Gradual Support: Scaffolding involves breaking learning into manageable chunks and providing tools or support at each stage. As students gain competence, the support is gradually withdrawn.

• Guided Learning: Teachers provide clear instructions, cues, or prompts to guide students through tasks they might find difficult. This guidance helps students develop the skills necessary to tackle challenges independently.

• Promotes Independence: Scaffolding ensures that learners are supported just enough to succeed, helping them build confidence and independence in their learning process.

• Adjustable for Individual Needs: The level and type of support can be adjusted depending on each student’s ability, allowing for differentiation in instruction.

• Fosters Deeper Understanding: By providing timely and relevant support, scaffolding encourages students to think critically and deeply about the material they are learning.

Scaffolding helps students move from dependent to independent learning by providing them with the necessary tools and support along the way. The moderate effect size shows it is a valuable teaching strategy when combined with other effective instructional methods​ (YouTube) ​(ASCD).