In this presentation main strategies of scaffolding for secondary school teaching are observed, giving more details and examples.

1. By Lukashova Mariia

2.  1) What is “scaffolding”?
 2) Who coined this term ?
 3) Scaffolding strategies and forms;
 4) Scaffolding language strategies for
secondary school;
 5) Conclusion

3.  Scaffolding is the support given
during the learning process which
is tailored to the needs of the
student with the intention of
helping the student achieve
his/her learning goals (R. Keith
Sawyer The Cambridge Handbook
of the Learning Sciences. New
York: Cambridge University Press,
2006)

4.  Scaffolding in teaching a second
language as “a process of setting up
the situation to make the child’s
entry easy and successful and then
gradually pulling back and handling
the role to the child as he becomes
skilled enough to manage it”( This
term was introduced by Jerome
Bruner (in the late 1950s’), who
defined coined the term
“scaffolding” taking into account the
ZPD (zone of proximal development)
theory developed by a Russian
psychologist, Lev Vygotsky.

5.  According to it, learners make the biggest
progress while doing challenging tasks,
which they can perform individually or with
some help of peers or a teacher.

8. As secondary school starts at 12 and finishes at
16 years, in a period when students have a
great thirst for knowledge, the development of
their thinking potential, nevertheless,they
support along the way.
During this period, a large number of challenge
tasks appear in the curriculum, which are
sometimes beyond their “brain power”. At this
point, scaffolding comes with best solutions.
Its strategies make possible to solve most
difficult educational tasks smoothly.

9.  They cannot usually organize the process of
study, they need support in putting
information into chunks , they need more
examples, instructions and task modeling .
 Also, as students become older, they need
gradual release of responsibility. They need
to start taking responsibility of a learning
process.

10.  Visual aids can be any object around the classroom
that helps students to think more deeply about an
issue and keep them on track.
 Visual aids in the classroom can include:
 Flash cards a student can have on their desk,
 Posters on the walls,
 Graphic organizers and charts.
 Checklists to ensure tasks are completed.
 The visual aids should not tell the student answers,
but it should help the student to think through the
task themselves.

11.  If a task seems intimidating to a student, sometimes
it’s possible to give them the task in small steps (or
‘chunks’).
 Examples include:
 A roadmap outlining a step-by-step path to
completion.
 Covering up the parts of the task that don’t need to
be focused on yet.
 Learning stations where students do one small part of
the bigger task at each learning station.
 Checkpoints where the teacher asks students to check-
in after each ‘chunk’ of learning is completed.

12.  Modeling allows the teacher to demonstrate how to
complete a task while students observe.
 The main critique of modeling is that it
creates passive learners. To offset this, encourage
students to ask questions and ask the students
questions yourself while you model the task.
 Examples include:
 Fishbowl activities. A fishbowl activity is a task
where a whole group of students stand or sit in a
circle and watch a small group in the middle of the
circle complete the task. It’s an activity that
promotes active listening and close observation of a
task.

13.  The gradual release of responsibility model starts
with modeled instruction and ends with students’
independent practice of a task.
 This is one of the most practical scaffolding
techniques a teacher has in their pedagogical toolkit.
 The four steps in the gradual release of responsibility
model are:
 Modeling – The teacher demonstrates how to do the
task in front of the students.
 Co-Construction – The students instruct the teacher
on how to do the task.
 Facilitation – The teacher supports the student as
they complete the task.
 Independent Practice – The students complete the
task without teacher guidance.

15.  To sum up, scaffolding is a modern and useful
approach for coping with many learning
problems, which provides guided
instructions, modeling, support along the
studying process and even a gradual release
of responsibility- everything which is really
important for secondary school students.