On scaffolding

Scaffolding is one of the most popular aspects of a constructivist pedagogy. It is in ‘common talk’ in classrooms and staffrooms. Jerome Bruner stated:

‘If the child is enabled to advance by being under the tutelage of an adult or a more competent peer, then the tutor or the aiding peer serves the learner as a vicarious form of consciousness until such time as the learner can master his own action through his own consciousness and control. When the child achieves that conscious control over a new function or conceptual system, it is then that he can use it as a tool. Up to that point the tutor in effect performs the critical function of ‘scaffolding’ the learning task to make it possible for the child, in Vygotsky’s words, to internalize external knowledge and convert it into a tool for conscious control.’ (Bruner, 1985, pp. 24-25)

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Time for reflection on how we use this term and concept: How does scaffolding manifest itself in classrooms? Observe colleagues' lessons and note the variety of techniques they use to scaffold students.