Scaffolding is a teaching strategy that helps students learn new skills and knowledge by giving them temporary support and guidance. As they become more capable, the support is reduced. The term “scaffolding” was first introduced by Wood, Bruner, and Ross (1976), and it is now widely used in education.
Scaffolding works especially well for students who struggle with new concepts or who have little prior knowledge of a topic. This guide explains five practical strategies that teachers can use in any classroom, with an example of each.
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The five strategies at a glance
| Strategy | What it does | Example technique |
|---|---|---|
| Activate prior knowledge | Links new lessons to what students already know | Mind maps, concept maps, brainstorming |
| Provide clear learning objectives | Shows students what they need to focus on | “I can” statements |
| Use modeling and demonstration | Shows students how to do the task and what the result looks like | Thinking aloud, guided practice |
| Provide feedback and support | Tells students what they did well and what to improve | The “sandwich” method |
| Encourage collaboration and discussion | Lets students learn from each other | Small group work, think-pair-share |
1. Activate prior knowledge
Prior knowledge is what students already know about a topic before they learn something new. When you activate it, you help students connect the new lesson to what they know. Building on existing knowledge makes new information easier to learn and remember.
Ways to do it:
- Graphic organizers. Mind maps and concept maps help students organize their thoughts and link new information to what they already know.
- Brainstorming. Ask students to share what they know about the topic and write their ideas on the board. This also helps students see what they have in common with their classmates.
2. Provide clear learning objectives
Learning objectives describe, clearly and briefly, what students are expected to learn. When students know the objective, they know what to focus on and can connect new information to what they already know.
A simple way to do this is with “I can” statements. These are written from the student’s point of view and describe what the student will be able to do after a lesson or activity. For example:
- “I can identify the main idea of a text.”
- “I can use context clues to determine the meaning of unfamiliar words.”
“I can” statements make the goal clear and help students take ownership of their learning.
3. Use modeling and demonstration
Modeling means showing students how to complete a task or solve a problem. Demonstration means giving an example of what the finished product should look like. Together, they give students a clear picture of what they are expected to do.
Ways to do it:
- Think aloud. Say your thought process out loud as you solve a problem or complete a task, so students hear how to approach it.
- Guided practice. Let students work on the task while you give support and feedback. They apply what they learned and get immediate feedback on their progress.
4. Provide feedback and support
Feedback helps students understand what they did well and what they need to improve. Support helps them build on what they already know and connect new and prior knowledge.
One useful technique is the “sandwich” method: start with positive feedback, give constructive feedback in the middle, and end with positive feedback. For example:
“Great job identifying the main idea of the text! One thing to work on is using more specific details to support your ideas. Keep up the good work!”
Support can be given through guided practice, where you help and give feedback while students work on a task.
5. Encourage collaboration and discussion
When students work and talk together, they share ideas and perspectives, learn from each other, and develop a deeper understanding of the material.
Ways to do it:
- Small group work. Students work together on a task or project, which builds their communication and collaboration skills.
- Think-pair-share. Students first think about a question or topic on their own, then share their ideas with a partner, and finally share with the whole class.
Putting it together
These five strategies work best together. You might open a lesson by activating prior knowledge and posting an “I can” statement, model the skill by thinking aloud, move into guided practice with sandwich feedback, and close with think-pair-share. Used this way, scaffolding helps students build on what they already know and develop a deeper understanding of the material.
Frequently asked questions
What is scaffolding in teaching?
Scaffolding is a teaching strategy that helps students master new skills and knowledge by giving them temporary support and guidance. It is especially helpful for students who struggle with new concepts or have limited prior knowledge.
Who introduced the term scaffolding?
The term was first introduced by Wood, Bruner, and Ross in 1976, and it has since been widely used in education.
What are “I can” statements?
They are learning objectives written from the student’s point of view that describe what the student will be able to do after a lesson, such as “I can identify the main idea of a text.” They make goals clear and help students take ownership of their learning.
What is the sandwich method of feedback?
It means starting with positive feedback, giving constructive feedback in the middle, and ending with positive feedback, so students hear what they did well and what to improve.
How does think-pair-share work?
Students first think about a question or topic on their own, then share their ideas with a partner, and finally share their ideas with the whole class.
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