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Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning.
Although Vygotsky himself never mentioned the term, scaffolding was first developed by Jerome Bruner, David Wood, and Gail Ross, while applying Vygotsky's concept of ZPD to various educational contexts. [4] According to Wass and Golding, giving students the hardest tasks they can do with scaffolding leads to the greatest learning gains. [16]
Lev Semyonovich Vygotsky (Russian: Лев Семёнович Выготский, [vɨˈɡotskʲɪj]; Belarusian: Леў Сямёнавіч Выгоцкі; November 17 [O.S. November 5] 1896 – June 11, 1934) was a Russian and Soviet psychologist, best known for his work on psychological development in children and creating the framework known as cultural-historical activity theory.
Dynamic assessment is a product of the research conducted by developmental psychologist Lev Vygotsky. It identifies Constructs that a student has mastered (the Zone of Actual Development) Constructs that a student is currently able to understand or tasks a student can do with scaffolding (the Zone of Proximal Development).
Instructional scaffolding – Support given to a student by an instructor; Learning styles – Largely debunked theories that aim to account for differences in individuals' learning; Motivation – Inner state causing goal-directed behavior; SECI model of knowledge dimensions – Model of knowledge creation
This technique is called "scaffolding", because it builds upon knowledge children already have with new knowledge that adults can help the child learn. [26] Vygotsky was strongly focused on the role of culture in determining the child's pattern of development, arguing that development moves from the social level to the individual level. [26]
Russian psychologist Lev Vygotsky proposed a "socio-cultural learning theory" that emphasized the impact of social and cultural experiences on individual thinking and the development of mental processes. [31] Vygotsky's theory emerged in the 1930s and is still discussed today as a means of improving and reforming educational practices.
Another aspect of Vygotsky's theory is private speech. Private speech is when a person talks to themselves in order to help themselves problem solve. Scaffolding or providing support to a child and then slowly removing support and allowing the child to do more on their own over time is also an aspect of Vygotsky's theory. [18]