How To

Implement?

To implement scaffolding,
teachers first, must know their
students and their learning
ability. In order to scaffold, the
teacher needs to identify the
students zone of proximal
development (ZPD), they must
know how that student
assimilates new information,
and the teacher needs to
Scaffolding is a very effective
continuously assess the
teaching strategy and will be
students abilities in order to
effective for all students.
conduct the correct scaffolding
Students with learning
Scaffolding refers to an array of instructional approaches used to move students continuously towards a stronger understanding and greater independence in
procedures.
disabilities will probably be most
affected. It is also very effective
for students that are having
trouble answering math
questions or reading and
understanding passages/text. It
Scaffolding is an effective teaching strategy
will also benefit everyone in the
because it builds on prior knowledge and
classroom by creating a
abilities and incrementally improves the
supportive learning
students abilities, until he or she meets the
environment.
criterion. Scaffolding also builds a supportive
learning environment. The students take a more
active role in their own learning.

Who Will It
Work For?

Why It Works?

Scaffoldin
g

Aaron Rios
To know how to scaffold is to know how to teach Kathy
Walker

Steps to Implement Scaffolding:

1. Begin scaffolding after you have modeled and described specific skill at least three
times
2. Teacher models succeeding skill and provides high level of education
3. Teacher gradually decreases his/her direction as student(s) show increasing levels of
competency
4. Teacher provides additional assistance as needed if student shows nonunderstanding
5. Student performs skill with very few or no teacher assistance
6. Throughout the whole scaffolding process, teacher provides feedback and
reinforcements

Examples of Scaffolding:
1. Students are given a
vocabulary lesson before
reading a text/passage
2. Showing students an
example of the desired
outcome before they start
an assignment
3. Teaching students
strategies to ease
memorization of facts and
procedures
4. Use of first language, if
it is available to the
teacher

5. The teacher clearly identifies the

purpose of the lesson, describes the
rules students are supposed to
follow, and identify the learning
goals the students are expected to
accomplish

6. Teacher can use visual aids

7. Pause, ask questions, pause,

review

References:
Biemiller, A. (1998). The consequences of negative
scaffolding for students who learn slowlyA
commentary on C. Addison Stone's "The
Metaphor of Scaffolding: Its Utility for the Field
of Learning Disabilities. Journal of Learning
Disabilities, 31 (4), 365-369.
Davis, E. (2009). Explorations of scaffolding in complex
classroom systems. Journal of the Learning
Sciences. 13(3), 265-272.
Stone, A. (1998). The metaphor of scaffolding: Its utility
for the field of learning disabilities. Journal Of
Learning Disabilities, 31 (4), 344-364.