Editing Instructional scaffolding (section)

== Essential features ==

There are three essential features of scaffolding that facilitate learning.<ref>{{Cite journal |last1=Beed |first1=P. |last2=Hawkins |first2=M. |last3=Roller |first3=C. |date=1991 |title=Moving learners towards independence: the power of scaffolded instruction |journal=[[The Reading Teacher]] |volume=44 |issue=9 |pages=648–655 |issn=0034-0561 |oclc=425019379}}</ref><ref>{{Cite journal |last1=Wood |first1=D. |last2=Wood |first2=H. |date=March 1996 |title=Vygotsky, tutoring and learning |url=https://www.jstor.org/stable/1050800 |journal=Oxford Review of Education |volume=22 |issue=1 |pages=5–16 |doi=10.1080/0305498960220101 |jstor=1050800 |issn=0305-4985 |oclc=427158703 |url-access=subscription }}</ref>
# The first feature is the interaction between the learner and the expert. This interaction should be collaborative for it to be effective.
# The second is that learning should take place in the learner's [[zone of proximal development]]. To do that the expert needs to be aware of the learner's current level of knowledge and then work to a certain extent beyond that level.
# The third feature of scaffolding is that the scaffold, the support and guidance provided by the expert, is gradually removed as the learner becomes more proficient.
The support and guidance provided to the learner are compared to the scaffolds in building construction where the scaffolds provide both "adjustable and temporal" support to the building under construction.<ref name="Palincsar, A. S. 1986">{{Cite journal |last=Palincsar |first=A. S. |date=1986 |title=The role of dialogue in providing scaffolded instruction |journal=Educational Psychologist |volume=21 |issue=1 & 2 |pages=73–98 |doi=10.1080/00461520.1986.9653025 |issn=0046-1520 |oclc=7348843641}}</ref> The support and guidance provided to learners facilitate internalization of the knowledge needed to complete the task. This support is weaned gradually until the learner is independent.<ref name="Palincsar, A. S. 1986"/>