1. Scaffolding Student Learning
Phase III
Activity 7.1

2. Scaffolding Student Learning
What is scaffolding?
A temporary structure providing assistance at specific points in the learning process
Allows learners to complete tasks that they would not be able to accomplish without assistance
Phase III. Activity 7.1
Scaffolding Student Learning

3. 2. Why provide scaffolding?
To help learners make progress and avoid getting left behind
To provide just-in-time help for learners
In technology-supported learning, to help learners “focus more on content rather than on the mechanics of technology use” (Fryer, 1999)
To direct students to good resources and help them form insights (McKenzie, 1998)
Phase III. Activity 7.1
Scaffolding Student Learning

4. 2. Why provide scaffolding?
Scaffolding is essential in construction work: for building tall structures, for reaching hard-to-reach places
Phase III. Activity 7.1
Scaffolding Student Learning

5. 2. Why provide scaffolding?
Learning is constructing/forming knowledge from various resources/ materials
Learning is transforming information from various resources into new knowledge products
Phase III. Activity 7.1
Scaffolding Student Learning

6. 3. How do we scaffold learning?
By providing guides, outlines and templates
By using visual/ graphic and other guides for thinking
Phase III. Activity 7.1
Scaffolding Student Learning

7. Scaffolding Student Learning
4. Reception scaffolds
Helps learners gather information from sources
Directs learners’ attention to what is important, and helps them organize and record what they perceive
Examples: interview process guide, reading guide, dictionaries and glossaries, observation guide, note-taking guide
Phase III. Activity 7.1
Scaffolding Student Learning

8. 5. Transformation scaffolds
Helps learners transform information they have collected into some other form
Used to impose structure on information (while reception scaffolds help learners perceive structure that is already in the information)
Examples: Venn diagram (for comparisons), inductive tower (for making inferences), causal loop and fishbone map (for analyzing causes and effects)
Phase III. Activity 7.1
Scaffolding Student Learning

9. Scaffolding Student Learning
6. Production scaffolds
Helps learners produce something observable that conveys what they have learned
Useful when the form of what is to be produced follows the conventions of a type or publication or presentation format
Examples: presentation checklist and template, outline, story map, play structure, writing guide/template
Phase III. Activity 7.1
Scaffolding Student Learning

10. 7. Key attributes of good scaffolds
Available for just-in-time learning
Can be skipped by those who don’t need them
Blends content and structure to an appropriate degree
Fades when students become more adept
Phase III. Activity 7.1
Scaffolding Student Learning

11. 8. Key attributes of good scaffolds
Strike a balance between spoon feeding and allowing your learners to sink-or-swim.
Don’t scaffold everything. Pick the 20% that will solve 80% of your problems.
Phase III. Activity 7.1
Scaffolding Student Learning

12. 8. Key attributes of good scaffolds
Make sure your scaffolds do not stifle creativity.
Over time, as your students internalize the structures and skills you want them to have, scaffold less.
Phase III. Activity 7.1
Scaffolding Student Learning

13. Scaffolding Student Learning
References
Dodge, Bernie. (1998). Thinking Visually With WebQuests. Available online at Accessed on 21 August 2006.
Fryer, Wesley A. (1999). Teaching with Templates. Available online at Accessed on 21 August 2006.
McKenzie, Jamie. (1998). Grazing the Net: Raising a Generation of Free-Range Students. Available online at Accessed on 21 August 2006.
Phase III. Activity 7.1
Scaffolding Student Learning