Editing Instructional scaffolding (section)

===Applications===
Instructional scaffolding can be thought of as the strategies that a teacher uses to help learners bridge a cognitive gap or progress in their learning to a level they were previously unable to accomplish.<ref name="Pol, Janneke 2010">{{Cite journal |last1=van de Pol |first1=Janneke |last2=Volman |first2=Monique |last3=Beishuizen |first3=Jos |date=2010 |title=Scaffolding in Teacher–Student Interaction: A Decade of Research |journal=[[Educational Psychology Review]] |volume=22 |issue=3 |pages=271–296 |doi=10.1007/s10648-010-9127-6|url=https://pure.uva.nl/ws/files/1044769/96777_330785.pdf }}</ref> These strategies evolve as the teachers evaluate the learners initial level of ability and then through continued feedback throughout the progression of the task. In the early studies, scaffolding was primarily done in oral, face- to-face learning environments. In classrooms, scaffolding may include modelling behaviours, coaching and prompting, thinking out loud, dialogue with questions and answers, planned and spontaneous discussions, as well as other interactive planning or structural assistance to help the learner bridge a cognitive gap. This can also include peer mentoring from more experienced students. These peers can be referred to as MKOs. ''MKO'' stands for 'More Knowledgeable Other'. The MKO is a person who has a higher understanding of an idea or concept and can bridge this cognitive gap. This includes teachers, parents, and as stated before, peers. MKOs are central part of the process of learning in the ZPD, or [[Zone of Proximal Development]]. An MKO may help a student using scaffolding, with the goal being that the student can eventually lead themselves to the answer on their own, without the help of anyone else. The MKO may use a gradual reduction of assistance in order to facilitate this, as described earlier.

There are a wide variety of scaffolding strategies that teachers employ. One approach to looking at the application of scaffolding is to look at a framework for evaluating these strategies.
This model was developed based on the theoretical principles of scaffolding to highlight the use of scaffolding for educational purposes.<ref name="Pol, Janneke 2010"/> It highlights two components of an instructor's use of scaffolding. The first is the instructors intentions and the second refers to the means by which the scaffolding is carried out.

'''Scaffolding intentions:'''
These groups highlight the instructors intentions for scaffolding<ref name="Pol, Janneke 2010"/>
[[File:Scaffolding Intentions.jpg|500px|thumb|left|alt=A Groups of instructional scaffolding]]

<br />
'''Scaffolding means:'''
These groups highlight the ways in which the instructor scaffolds<ref name="Pol, Janneke 2010"/>

[[File:Scaffolding Mean Groups.png|500px|thumb|left|alt=A Groups of scaffolding means]]

Any combination of scaffolding means with scaffolding intention can be construed as a scaffolding strategy, however, whether a teaching strategy qualifies as good scaffolding generally depends upon its enactment in actual practice and more specifically upon whether the strategy is applied contingently and whether it is also part of a process of fading and transfer of responsibility.<ref name=":7">{{Cite book |last1=Jumaat |first1=N. F. |last2=Tasir |first2=Z. |chapter=Instructional Scaffolding in Online Learning Environment: A Meta-analysis |date=2014 |pages=74–77 |title=2014 International Conference on Teaching and Learning in Computing and Engineering |location=Kuching, Malaysia |doi=10.1109/LaTiCE.2014.22|isbn=978-1-4799-3592-5 |s2cid=16100247 }}</ref>

[[File:Cycle of Scaffolding.jpg|500px|thumb|left|alt=A Cycle of Scaffolding]]

'''Examples of scaffolding''':<ref name="Ali">{{cite web |last=Alibali |first=Martha W. |title=Does Visual Scaffolding Facilitate Students' Mathematics Learning? Evidence From Early Algebra |url=https://ies.ed.gov/funding/grantsearch/details.asp?ID=54 |access-date=31 December 2016 |work=[[Institute of Education Sciences]]}}</ref>

Instructors can use a variety of scaffolds to accommodate different levels of knowledge. The context of learning (i.e. novice experience, complexity of the task) may require more than one scaffold strategy in order for the student to master new content.<ref name="Ali"/> The following table<ref>{{Cite web |title=Instructional Scaffolding to Improve Learning |url=http://www.niu.edu/facdev/resources/guide/strategies/instructional_scaffolding_to_improve_learning.pdf |url-status=dead |archive-url=https://web.archive.org/web/20130626021019/http://www.niu.edu/facdev/resources/guide/strategies/instructional_scaffolding_to_improve_learning.pdf |archive-date=2013-06-26 |access-date=2014-07-23 |website=[[Northern Illinois University]], Faculty Development and Instructional Design Center}}</ref> outlines a few common scaffolding strategies:
{| class="wikitable"
|-
! Instructional scaffolds !! Description of tool
|-
| '''''Advanced organizers'''''<ref>{{cite web |title=Advance Organizer |url=http://edutechwiki.unige.ch/en/Advance_Organizer |access-date=31 December 2016 |work=[[University of Geneva]] EduTech Wiki}}</ref>{{Unreliable source?|date=January 2024}}|| ''Advanced organizers are tools that present new information or concepts to learners.''
These tools organize information in a way that helps learners understand new and complex content. Examples of advanced organizers are:
* [[Venn diagram]]s
* [[Flowchart]]s
* [[Outline (list)|Outlines]]
* [[Rubric (academic)|Rubrics]]
|-
| '''''Modelling'''''<ref>{{cite web |last=Coffey |first=Heather |title=Modeling |url=http://www.learnnc.org/lp/pages/4697 |url-status=dead |archive-url=https://web.archive.org/web/20161227121256/http://www.learnnc.org/lp/pages/4697 |archive-date=27 December 2016 |access-date=31 December 2016 |work=[[University of North Carolina]] LEARN NC}}</ref>|| ''Instructors demonstrate desired behaviour, knowledge or task to students.''
Instructors use modelling to:
* Demonstrate the task students are expected to complete on their own<ref>{{Cite book |last1=Tharp |first1=R. G. |title=Rousing minds to life: Teaching, learning, and schooling in social context |last2=Gallimore |first2=R. |publisher=[[Cambridge University Press]] |year=1988 |isbn=9780521362344 |location=Cambridge}}</ref>{{Page needed|date=January 2024}} (i.e. science experiment)
* Provide step-by-step instructions (i.e. illustrate steps to solving a mathematical problem)
* Encourage students to interact with a new problem or task (i.e. hands-on task that allows students to interact with materials and develop a "need to know")<ref name="multiple" />
|-
| '''''Worked examples''''' || ''A [[Worked-example effect|worked example]] is a step-by-step demonstration of a complex problem or task''.<ref name="Renkl">{{Cite book |last=Renkl |first=A. |title=The Cambridge Handbook of Multimedia Learning |publisher=[[Cambridge University Press]] |year=2005 |isbn=9780521838733 |editor-last=Mayer |editor-first=R. E. |location=Cambridge |chapter=The worked-out examples principle in multimedia learning}}</ref>
These types of [[instructional materials]] are commonly implemented in mathematics and science classes and include three key features:<ref name="Renkl"/>

'''1. Problem formation''': A principle or theory is introduced.

'''2. Step-by-step example''': A worked example, that demonstrates how the student can solve the problem, is provided.

'''3. Solution to the problem''': One or more read-to-be solved problems are given for the student to practice the skill.
|-
| '''''Concept maps'''''<ref>{{Cite book |last1=Nesbit |first1=J. C. |title=Learning Through Visual Displays |last2=Adesope |first2=O. O. |publisher=Information Age Publishing |year=2013 |isbn=9781623962333 |editor-last=Schraw |editor-first=G. |series=Current Perspectives on Cognition, Learning & Instruction |location=Greenwich, Conn. |pages=303–328 |chapter=Concept maps for learning: Theory, research and design}}</ref>|| ''[[Concept map]]s are graphical tools for organizing, representing and displaying the relationships between knowledge and concepts.<ref>{{Cite web |last1=Cañas |first1=Alberto J. |last2=Novak |first2=Joseph D. |title=What is a Concept Map? |url=https://cmap.ihmc.us/docs/conceptmap.php |access-date=2024-01-23 |website=Cmap Software}}</ref>''
Types of concept maps are:<ref>{{Cite web |title=Kinds of Concept Maps |url=http://faculty.ksu.edu.sa/aljarf/Research%20Library/Mind-mapping/Kinds%20of%20Concept%20Maps.htm |url-status=dead |archive-url=https://web.archive.org/web/20140729152116/http://faculty.ksu.edu.sa/aljarf/Research%20Library/Mind-mapping/Kinds%20of%20Concept%20Maps.htm |archive-date=2014-07-29 |access-date=2014-07-23 |website=[[King Saud University]]}}</ref>
* [[Spider mapping|Spider map]]
* Hierarchal/chronological map
* Systems map
* ''Variation:'' [[mind map]]
|-
| '''''Explanations''''' || ''Explanations are ways in which instructors present and explain new content to learners.''
How new information is presented to the learner is a critical component for effective instruction. The use of materials such as visual images, graphic organizers, animated videos, audio files and other technological features can make explanations more engaging, motivating and meaningful for student learning.
|-
| '''''Handouts'''''<ref>{{cite web |title=handouts |url=http://www2.wmin.ac.uk/mcshand/TEACHING/handouts.htm#WHY |url-status=dead |archive-url=https://web.archive.org/web/20160813032600/https://www2.wmin.ac.uk/mcshand/TEACHING/handouts.htm |archive-date=13 August 2016 |access-date=31 December 2016 |work=[[University of Westminster]]}}</ref>|| ''Handouts are a supplementary resource used to support teaching and learning.''

These tools can provide students with the necessary information (i.e. concept or theory, task instructions, learning goals, learning objectives) and practice (i.e. ready-to-be-solved problems) they need to master new content and skills. Handouts are helpful tools for explanations and worked examples.
|-
| '''''Prompts'''''<ref>{{cite web |last=Webster |first=Jerry |date=13 November 2015 |title=Prompting as a Tool to Support Behavioral and Academic Independence |url=http://specialed.about.com/od/glossary/g/promptinggossary.htm |url-status=dead |archive-url=https://web.archive.org/web/20170101161400/http://specialed.about.com/od/glossary/g/promptinggossary.htm |archive-date=1 January 2017 |access-date=31 December 2016 |work=[[about.com]]}}</ref>|| ''Prompts are a physical or verbal cue to aid recall of prior or assumed knowledge.''
There are different types of prompts, such as:<ref>{{Cite web |title=Prompting and Fading |url=http://www.tcse.us/wp-content/uploads/2011/02/prompting_and_fadingtguide.pdf |url-status=dead |archive-url=https://web.archive.org/web/20181123142834/http://www.tcse.us/wp-content/uploads/2011/02/prompting_and_fadingtguide.pdf |archive-date=2018-11-23 |access-date=2024-01-23 |website=Tri-County Special Education}}</ref>
* '''Physical:''' body movements such as pointing, nodding, finger or foot tapping.
* '''Verbal:''' words, statements and questions that help the learner respond correctly.
* '''Positional:''' placing materials in a specific location that prompts positive student reaction.
|}