Although scaffolding Although scaffolding is known to be effective at helping learners learn, it has such wide meaning, and requires adaptability and skill by the teacher - so rather than researchers proving scaffolding "works" they spend their time and skill looking at how to do it best.
One often overlooked aspect to scaffolding is that fading of scaffolding needs to be done gradually, which is in opposition to a "teach topic once per year" scheme of learning.
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1. Begin with what the learners can do
Learners need to be aware of their strengths and to feel good about tasks they can do with little or no assistance.
2. Help learners achieve success quickly
Although learners need challenging work in order to learn, frustration and a "cycle of failure" may set in quickly if learners do not experience frequent success.
3. Help learners to "be" like everyone else
Learners want to be similar to and accepted by their peers. If given the opportunity and support, some learners may work harder at tasks in order to appear more like their peers.
4. Know when it is time to stop
Practicing is important to help learners remember and apply their knowledge, but too much may impede the learning.
"Less is more" may be the rule when learners have demonstrated that they can perform the task.5. Help learners to be independent when they have command of the activity
Teachers need to watch for clues from their learners that show when and how much teacher assistance is needed.
Scaffolding should be removed gradually as learners begin to demonstrate mastery and
then and then no longer provided when learners can perform the task independently.
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