Scaffolding in teaching refers to the 'i do, we do, you do' approach, where teachers model lessons, practice with students, and then allow independent learning. Developed by Lev Vygotsky, the concept emphasizes aiding students in progressing through their 'zone of proximal development' by building on existing knowledge. Techniques include graphic organizers and mnemonic devices, while challenges involve time and understanding individual skill levels, ultimately benefiting learning by minimizing anxiety and enhancing engagement.

1. What is scaffolding in teaching?
Scaffolding in teaching brings the "I do, we do, you do" approach to the classroom. Through
scaffolding the teacher models the intended lesson, practices the lesson with the student and then
eventually allows the student to take on material independently of instruction.
Theory of Scaffolding
Lev Vygotsky developed the theory of scaffolding. He called the space between what a student
knows and the potential of what she could know with optimal instruction the "zone of proximal
development." Scaffolding moves the student through the zone by building on what he already knew
and then "fading" once the student masters the concept.
Example
Students learn the colors of a rainbow by listening to the teacher recite the colors as they study
pictures the teacher provides. The students then practice using the mnemonic (memory-enhancing)
device "ROY G BIV" to remember the colors (red, orange, yellow, green, blue, indigo and violet). The
students then draw their own rainbows.
Techniques
Scaffolding techniques include graphic organizers, use of mnemonic devices and "think, pair, share."
Graphic organizers such as tree diagrams pull information together, making it easier for students to
digest. Mnemonic devices such as "ROY G BIV" make memorization fun and simple. "Think, pair,
share" enables students to think aloud with a partner and share with classmates, and promotes
participation and teamwork.
Challenges
Scaffolding takes time. The instructor must be willing to give up control and allow fading as the
student begins to grasp the lesson. Teachers must know a student's skill level to successfully apply
scaffolding.
Benefits
Scaffolding maximizes learning by minimizing the affective filter (anxiety level that prevents
learning), engaging the learner and providing cognitive anchors (making abstract ideas concrete).
Source:
Council for Exceptional Children: Using Scaffolded Instruction to Optimize Learning
University of Georgia, Emerging Perspectives on Learning, Teaching and Technology:Scaffolding