Synergetic scaffolding – A complete view of the topic to be provided can be given using different type of approach to the same problem. Redundant scaffolding – The current learning topic or the learning outcome focus should be provided with a number of support work which may include document reference, research work, project work, assignments on the same topic of learning. Some numeracy games or vocab games, poems or literary activities can also be used in this case. This can be an activity designed which involves all the previously learned or picture based. The support framework of distributed scaffolding as put forth by Puntambekar and Kolodner (1998) helps ease the burden of individual scaffolding through new tools and devices.Īccording to Iris Tabak: Distributed Scaffolding are of three typesĭifferentiated scaffolding – The basic type which can be most effectively used to recall the previously learnt or make connections between the previously learnt concepts.
In the classrooms today, a teacher handles a minimum of 30 – 45 students, depending on the type of school, expecting the teacher to support this number of students individually in the allotted time of 40 - 45 minutes is humongous, along with the curriculum time frame.
The types of support an adult could provide to the learner is as follows: In the process of education, teacher is seen as the person who can scaffold as per the learners needs. The process of scaffolding also bridges the gap between ‘know’ and ‘want to know’. He further says that the support structure can be withdrawn once the learner shows attributes of self-achieving.
The support and hint received towards problem solving will help the learner receive, understand and apply in its right sense. This distance is measured through amount of scaffolding the individual receives. Vygotsky put forth the terminology of ‘ zone of proximal development’ as the distance between achieved and achievable. In education, the same word refers to ‘a teacher or an adult who plays the role of a support structure for the student in learning’.
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