Editing Instructional scaffolding (section)

===Guidance and cognitive load===
Learner support in scaffolding is known as guidance.  While it takes on various forms and styles, the basic form of guidance is any type of interaction from the instructor that is intended to aid and/or improve student learning.<ref name="multiple">{{Cite book |last1=Wise |first1=A. F. |url=https://psycnet.apa.org/record/2009-09809-005 |title=Constructivist Instruction: Success or Failure? |last2=O'Neill |first2=D. K. |publisher=[[Routledge]] |year=2009 |isbn=9780415994248 |editor-last=Tobias |editor-first=S. |location=New York |pages=82–105 |chapter=Beyond More Versus Less: A Reframing of the Debate on Instructional Guidance |editor-last2=Duffy |editor-first2=T. M.}}</ref>  While this a broad definition, the role and amount of guidance is better defined by the instructor's approach. Instructionists and constructionists approach giving guidance within their own instructional frameworks.  Scaffolding involves presenting learners with proper guidance that moves them towards their learning goals.  Providing guidance is a method of moderating the [[cognitive load]] of a learner.  In scaffolding, learners can only be moved toward their learning goals if cognitive load is held in check by properly administered support.

Traditional teachers tend to give a higher level of deductive, diadactic instruction, with each piece of a complex task being broken down. This teacher-centered approach, consequently,  tends to increase the cognitive load for students.

Constructivist instructors, in contrast, approach instruction from the approach of guided discovery with a particular emphasis on transfer.  The concept of transfer focuses on a learner's ability to apply learned tasks in a context other than the one in which it was learned.<ref name="multiple"/>  This results in constructivist instructors, unlike classical ones, giving a higher level of guidance than instruction.