1. By: Asma Marshoud AlTarjimi Presented to: dr. Antar
scaffolding
By: Asma Marshoud AlTarjimi
Presented to: dr. Antar

2. Scaffolding (concept & definition)
Scaffolding instruction as a teaching strategy originates from Lev Vygotsky’s sociocultural theory and his concept of the zone of proximal development (ZPD).
Vygotsky defined scaffolding instruction as the “role of teachers and others in supporting the learner’s development and providing support structures to get to that next stage or level” (Raymond, 2000, p. 176).

3. Goal of scaffolding
The instructor’s goal in employing scaffolding technique is offering just enough assistance to guide the students toward independence, self-regulation and problem solving

4. Kinds of scaffolding reception scaffolds. transformation scaffolds.
production scaffolds.

5. Steps of Instructional scaffolding

6. Instructional scaffolding involves two major steps:
The first step is development of instructional plans to lead the students from what they already know to a deep understanding of new material.
The second major step of instructional scaffolding is execution of the plans, wherein the instructor provides support to the students at every step of the learning process.

7. SCAFFOLDING STRATEGIES1 - 2
MODELING
BRIDGING

8. SCAFFOLDING STRATEGIES3 - 4
CONTEXTUALIZATION
SCHEMA BUILDING

9. SCAFFOLDING STRATEGIES5 - 6
METACOGNITIVE DEVELOPMENT
TEXT RE-PRESENTATION

10. phases of instructional scaffolding
The first phase is modeling, with verbal commentary.
The second phase is student imitation of the skill they’ve seen modeled by their instructor, including the commentary.
The third phase is the period when the instructor begins to remove her scaffolding.
In phase four, the students have achieved an expert level of mastery.
phases of instructional scaffolding

11. You have to keep in mind:
The teacher must be careful not to offer too much assistance for too long, at the risk of making students overly dependent rather than independent.
The level of instruction should always be within the zone of proximal development and, therefore, challenging to the students.
It is critically important for instructors to repeatedly confront their students with scientific concepts in order to prevent them from falling back on their naïve ideas of spontaneous concepts.

12. characteristics of scaffolding

13. Jamie McKenzie suggests that there are eight characteristics of scaffolding instruction. In order to engage in scaffolding effectively, teachers:
1- Provides clear direction and reduces students’ confusion.
2- Clarifies purpose.
3- Keeps students on task
4- Clarifies expectations and incorporates assessment and feedback.
5- Point students to worthy sources.
6- Reduce uncertainty, surprise, and disappointment.
7- Deliver efficiency.
8- Create momentum.

14. Model of a lesson using scaffolding technique
Exploring our use and relationship with water

15. Scaffolding and problem-based learning
Scaffolding is often used in order to support problem- based learning (PBL). When using PBL, learners in the classroom become researchers and often work in small groups to analyze problems, determine solutions, and evaluate solutions (Hoffman and Ritchie, 1997). Many educators incorporate PBL in their classrooms in order to engage students and help them become better problem solvers. Scaffolding may help the success of PBL in the classroom. Teachers must identify the content that needs scaffolding (support), choose the appropriate time to implement the support, decide the right method to follow, and determine when the scaffold can be removed (Lajoie, 2005).

16. Advantages and Disadvantages of Scaffolding
engaging the learner.
motivating the learner.
minimizing the level of frustration of the learner.
Disadvantages:
Very time-consuming.
Implementation of individualized scaffolds in a classroom with a large number of students would be challenging.
Scaffolding also necessitates that the teacher give up some control in the classroom in order for learners to move at their own pace.
It requires a lot preparation and building up of resources.

17. Scaffolding must begin from what is near to the student's experience and build to what is further from their experience. Likewise, at the beginning of a new task, the scaffolding should be concrete, external, and visible.

19. sources Hartman, H. (2002). Instructional Scaffolding.
Rachel, R. (2002). Scaffolding as a Teaching Strategy.