Scaffolding: A Summary And Analysis

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Scaffolding
The Zone of Proximal Development (ZPD) illustrates what the learner can perform with and without the teacher’s help. The teaching framework that aids the learner’s transition from conceptual application with help to application without help is scaffolding (Vygotsky, 1978). Likewise, Basu, Sengupta, and Biswas (2014) describe inquiry learning as an agent of scaffolding. As the level of subject difficulty rises, it becomes more important for teachers to identify the collective comfortable pace of fading that their students will most likely succeed in. However, the pace is often either too quick or too slow for the majority of students in the classroom. In being too quick, students become disengaged as they lose confidence due to the difficulty of the concept. In contrast, in being too slow, students can also become disengaged due to the lack of challenge. In other words, the ultimate setback to the default scaffolding framework is that it does not account for diversity.
Likewise, the success of scaffolding relies on the learning situation that is present. Thus, when considering the pace of fading in an activity, teachers should refer to the inquiry learning process in order to incorporate a system in which students self-monitor their own progress. Therefore, in the student-oriented scaffolding framework, all students progress at their own pace and maintain their own engagement (Basu et al, 2014). This allows the teacher to devote his/her effort towards students that need the most help while accounting for the diversity in ability/level. In contrast to adhering
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Furthermore, from the perspective of social constructivism, collaboration is seen as not only a valuable opportunity for learning but also as a necessary social engagement that advances students’ cognitive development (Vygotsky,

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