Weekly Message- Scaffolding

Weekly Message

What is Scaffolding?

Many of us think of scaffolding as a temporary physical framework that supports a building during construction. When the construction is sturdy enough to stand on its own, the scaffold is removed. In an educational sense, scaffolding, in the form of coaching or modeling, supports students as they develop new skills or learn new concepts. When the student achieves competence, the support is removed. The student continues to develop the skills or knowledge on is or her own.

Joe Banaszynski and Linda Starr


Guidelines for Effective Scaffolding

· Identify what students know
· Begin with what students can do
· Help students achieve success quickly
· Know when it’s time to stop
· Help students be independent when they have command of the activity


What does Educational Scaffolding Look Like?

Just as scaffolding is used to support buildings during the construction process, educational scaffolding provides support systems for students during the learning process. Each of the following scaffolding tools can be used for all students or used to differentiate instruction. Scaffolding is both planned in advance and provided in the moment based on available data. In order to provide scaffolding, teachers must expand their repertoires of scaffolding strategies and gather materials and resources needed to build the scaffolding.

Twenty Ways to Scaffold Learning

Adjust pace and rhythm of speech
Avoid small print on handouts, overhead transparencies, PowerPoint slides, and on boards
Box Key Words
Break complex tasks into simpler parts
Build in movement
Check for understanding on Directions
Model Thinking Aloud
Provide checklists
Use models and exemplars
Use songs, charts, and rhymes
Teach reading strategies explicitly such as accessing prior knowledge, using context clues, etc
Teach students to highlight math operational signs.
Teach time management skills
Use props and realia
Use visuals
Use and have students learn to use mnemonics
Provide timelines
Provide page numbers where answers can be found
Begin with recognition and move to generation of information
Limit choices on matching tests




Rutherford, Paula (2008). Instruction for all students. Alexandria, Virginia: Just ASK Publications