Differentiation through Scaffolding

RUNNING HEAD: Zone of Proximal Development

Differentiation through Scaffolding

Based on Vygotskys Zone of Proximal Development
Desirae Chatigny
National University
MAT 674
Professor Connie Wallace
August 9, 2014

Differentiation through Scaffolding

Abstract
The purpose of this paper is to provide the reader with an explanation of how scaffolding can be
used to differentiate instruction. The author provides the reader with methods through which a
teacher could use such scaffolding to assist students in content mastery, and how technology
could be integrated in that approach.

Differentiation through Scaffolding

Differentiation through Scaffolding

Based on Vygotskys Zone of Proximal Development
Content standards, either a fact, concept, attitude, or skill drive differentiated instruction.
It is important to vary and modify instruction because classrooms are composed of mixed-ability
students. All students need to be given the opportunity to make sense of what they are learning.
If students are able to make sense of what they have learned then they will have an
understanding of that content. Scaffolding to appropriate skill mastery is important when
differentiating instruction. Vygotskys zone of proximal development is the area between actual
and potential levels of development. He believed in order for learners to develop their zone they
must become active participants in social engagements with intelligent peers or adults (Zone of
Proximal Development and Scaffolding). Students need the guidance of a teacher in order for
one to progress. In this learning style the teacher plays the role of mediator in classroom
experiences or learning activities. Vygotsky emphasized the importance of social interaction in
student learning.
Teachers need to make sure instruction is meaningful and engaging. A relationship
between teacher and student as a collaborative team will allow students to progress as learners
from their ability level to a more challenging learning level. In this approach a teacher basically
creates activities that are slightly outside the range of the learners ability level. With help from
the teacher or another knowledgeable adult, the student will be successful in completion of the
task (Zone of Proximal Development and Scaffolding). These scaffolds need to be unique to
each student because no two students learn and think exactly like the other. The scaffolds are
designed to be temporary, once a learner has progressed and gained knowledge the goal is for the
learner to complete the task unassisted (Zone of Proximal Development and Scaffolding).

Differentiation through Scaffolding

The goal of differentiation is to challenge students individually, moving toward more

difficult content while they grow as learners. Effective activities have clear goals for the
students and have a direct focus on one concept. The activity should offer opportunities for
practice using the new content knowledge acquired, connecting new learning to stored
knowledge (Ventriglia, 2013, p. 9). In use of scaffolding to teach students mastery of content
standards a teacher is actively working to support his or her learners by providing instruction just
beyond what the students are capable on their own through the use of differentiated instructional
methods (Zone of Proximal Development and Scaffolding). Through use of scaffolding a teacher
is able to temporarily create scaffolds that will be withdrawn as the learners knowledge base
progresses.
Scaffolding can be used in the classroom in many different ways to aid students in
mastery of content. In a kindergarten classroom I think we will likely see scaffolding by a
teacher through problem-solving in all subject areas. A teacher can assist students by asking
questions, giving suggestions, and asking about similar situations, helping them to work through
them. As time progresses the students will need less assistance and will hopefully be able to
solve problems on their own based on what they have learned through the scaffolding
experience. Teachers can use cues, songs, repetition, projects, creative assignments and simple
tasks in the classroom to create scaffolding through differentiation. It is important to set a goal
and stay focused on that goal while creating the scaffolds for students. It is also extremely
important to remember appropriate scaffolding takes into account the developmental learning
level of the student, no two students are exactly alike (Zone of Proximal Development and
Scaffolding). Just as the glass slipper didnt fit Anastasia of the other maidens in the village,
one size fits all learning isnt a good fit for most students (Ventriglia, 2013, p. 3). Student are

Differentiation through Scaffolding

individuals and need to be treated as such. Teaching requires getting to know your students,
understanding their abilities, and the creation of teaching/ learning tasks that are unique to the
learners developmental level.
The mode through which we teach and assess student learning is extremely important
when differentiating in the classroom. No two students are the same, they will not respond in the
same way to instruction in the classroom. For this reason teachers need to research, learn about
the students in their classrooms, and create effective assignments. Students can show
understanding through creation of projects or demonstration of learning through presentation,
discussion, written communication and other means. As a teacher it is important to think about
how our students learn best and what they are interested in.
Technology plays a huge role in the society we live in today, students are surrounded by
technology in and outside the classroom; therefore, it just makes sense to use this as a teaching
tool in the classroom. Students are fortunate to have various technological tools to search for
information, learn new materials, and to aid them in creating demonstrations of what they have
learned. In saying this, we as teachers need to learn how to properly and effectively use the
technological resources we have available. It is important that teachers are taking advantage of
technology in the classroom to search for and collect information, process, interact, create and
collaborate with our students. With the use of technology a teacher can scaffold a lesson or a
unit by teaching students information they will need to know in order to learn the new content.
The internet can be used to show examples, look up word meanings and visual aids. Teachers
are also using power point and smart boards on a regular basis. These teaching tools can be used
to spark conversations, create projects and assist students in learning activities.

Differentiation through Scaffolding

To properly use technology in scaffolding a teacher needs to provide learning

opportunities for his or her students in small increments so students are able to learn and grow in
their learning process step by step, climbing to and reaching learning goals. A simple example of
this could be teaching a student how to use a computer, or how to access a learning activity on
the computer once they know how to turn it on and use the mouse. After students have acquired
the skills necessary to do both, perhaps a teacher could use scaffolding to teach how to research a
topic on the internet. She could come up with a research activity about something of interest to
her students, teaching them techniques and the how tos of using the internet. If students grasp
this concept she could then proceed to assist them in creating a power point or other presentation
to demonstrate to the class what they have learned.

Differentiation through Scaffolding

References
Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners.
Alexandria, Va.: Association for Supervision and Curriculum Development.
Ventriglia, L.D. (2013) Differentiated Instruction: The rule of foot (8th ed.) Younglight Educate
Light Up the Mind.
Zone of Proximal Development and Scaffolding- Tools of the Mind. Retrieved August, 9, 2014,
from http://www.toolsofthemind.org/philosophy/scaffolding/