Understanding the Teaching Technique: Scaffolding

The question describes a teaching technique where the level of support provided to a student is adjusted based on their current performance. A more skilled person, like a teacher or tutor, reduces or increases guidance as the student's competence changes over time.

Let's analyse the options provided to identify the technique that best fits this description.

Analysing the Options

• Scaffolding: This term refers to the process by which a teacher or more capable peer helps a student complete a task or reach a goal that the student could not otherwise achieve on their own. Scaffolding involves providing temporary support structures that are gradually removed as the student becomes more proficient. This perfectly matches the description of "changing the level of support" and adjusting "guidance to fit the student's current performance."
• Cognitive apprenticeship: This is a broader pedagogical model where learners acquire cognitive skills and knowledge through guided experience. While it often incorporates scaffolding, it is a more comprehensive approach that includes modelling, coaching, articulation, reflection, and exploration. It's not solely defined by the adjustment of support level.
• Tutoring: Tutoring is a method of teaching where a tutor provides academic assistance to a student. It typically involves one-on-one instruction or small group sessions. While a tutor might use scaffolding techniques, tutoring itself is the relationship or setting, not the specific technique of adjusting support based on performance.
• Concept formation: This refers to the process of learning to group information into categories or concepts. It is a fundamental cognitive process related to learning but is not a teaching technique for adjusting support during instruction.

Why Scaffolding is the Correct Answer

Based on the definitions, Scaffolding is precisely the teaching technique described in the question. It is characterized by a skilled individual providing tailored support that is systematically withdrawn as the learner's independence and mastery grow. This dynamic adjustment of support based on the student's evolving needs is the core principle of scaffolding.

Imagine a child learning to ride a bicycle. Initially, a parent might hold the back of the bike firmly, providing maximum support. As the child gains balance, the parent might provide less support, maybe just a light touch or running alongside. Eventually, the support is completely removed, and the child rides independently. This is an analogy for scaffolding.

Key Principles of Scaffolding

• It is temporary and adjustable.
• It helps the learner bridge the gap between their current ability and the desired outcome.
• It focuses on the learner's Zone of Proximal Development (ZPD), the space between what a learner can do independently and what they can do with guidance.

Therefore, the technique of changing the level of support over the course of a teaching session by a more skilled person to fit the student's current performance is known as Scaffolding.

Revision Table: Key Teaching Concepts

Additional Information on Scaffolding in Education

Scaffolding is a widely used and effective teaching strategy across various subjects and age groups. It is rooted in Vygotsky's sociocultural theory, particularly the concept of the Zone of Proximal Development (ZPD).

Examples of scaffolding techniques include:

• Breaking down a complex task into smaller, manageable steps.
• Providing cues, prompts, or reminders.
• Offering partial solutions or hints.
• Using graphic organizers or templates.
• Modelling the desired behaviour or process.
• Using think-alouds to demonstrate problem-solving strategies.
• Providing feedback that guides the student towards the correct path.

Effective scaffolding requires the teacher to carefully observe the student's progress and adapt the level of support accordingly. The goal is to empower the student to become an independent learner.