Editing Instructional scaffolding (section)

== Effective scaffolding ==
For scaffolding to be effective teachers need to pay attention to the following:
# The '''selection''' of the learning '''task''': The task should ensure that learners use the developing skills that need to be mastered.<ref name="Wood, D. 1978">{{Cite journal |last1=Wood |first1=D. |last2=Bruner |first2=J. |last3=Ross |first3=G. |date=1976 |title=The role of tutoring in problem solving |url=https://acamh.onlinelibrary.wiley.com/doi/pdf/10.1111/j.1469-7610.1976.tb00381.x |journal=[[Journal of Child Psychology and Psychiatry]] |volume=17 |issue=2 |pages=89–100 |doi=10.1111/j.1469-7610.1976.tb00381.x|pmid=932126 }}</ref> The task should also be engaging and interesting to keep learners involved.<ref>{{Cite journal |last1=Graves |first1=M. |last2=Braaten |first2=S. |date=1996 |title=Scaffolding reading experiences for inclusive classes |journal=Educational Leadership |volume=53 |issue=5 |pages=14–16 |issn=0013-1784 |oclc=425956905}}</ref> This task should be neither too difficult nor too easy for the learner.
# The '''anticipation''' of '''errors''': After choosing the task, the teacher needs to anticipate errors the learners are likely to commit when working on the task. Anticipation of errors enables the scaffolder to properly guide the learners away from ineffective directions.<ref name="Rosenshine, B. 1992">{{Cite journal |last1=Rosenshine |first1=B. |last2=Meister |first2=C. |date=1992 |title=The use of scaffolds for teaching higher-level cognitive strategies |url=https://www.proquest.com/docview/224851761 |journal=Educational Leadership |volume=49 |issue=7 |pages=26–33 |id={{ProQuest|224851761}} |url-access=subscription |via=[[ProQuest]]}}</ref>
# The '''application''' of scaffolds during the learning task: Scaffolds could be organized in "simple skill acquisition or they may be dynamic and generative"{{clarify|date=November 2019}}.<ref name="Rosenshine, B. 1992"/>
# The '''consideration of emotional''' issues: Scaffolding is not limited to a [[cognitive skill]] and can also support emotional responses ([[Affect (education)|affect]]). For example, during a task the ''scaffolder'' (expert) might need to manage and control for frustration and loss of interest that could be experienced by the learner.<ref name="Wood, D. 1978"/> Encouragement is also an important scaffolding component.<ref>{{Cite journal |last1=Schetz |first1=K. |last2=Stremmel |first2=A. |date=1994 |title=Teacher-assisted computer implementation: a Vygotskian perspective |journal=Early Education and Development |volume=5 |issue=1 |pages=18–26 |doi=10.1207/s15566935eed0501_2}}</ref>