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Instructional scaffolding is a learning process designed to promote a deeper level of learning. Scaffolding is the support given during the learning process which is tailored to the needs of the student with the intention of helping the student achieve his/her learning goals (Sawyer, 2006). Instructional scaffolding is the provision of sufficient support to promote learning when concepts and skills are being first introduced to students. These supports may include the following: *resources *a compelling task *templates and guides *guidance on the development of cognitive and social skills Use of instructional scaffolding in various contexts: *modeling a task *giving advice *providing coaching These supports are gradually removed as students develop autonomous learning strategies, thus promoting their own cognitive, affective and psychomotor learning skills and knowledge. Teachers help the students master a task or a concept by providing support. The support can take many forms such as outlines, recommended documents, storyboards, or key questions. == Essential features of scaffolding == There are three essential features of scaffolding that facilitate learning.〔Beed, P., Hawkins, M., & Roller, C. (1991). Moving learners towards independence: the power of scaVolded instruction. The Reading Teacher, 44(9), 648–655.〕〔Wood, D., & Wood, H. (1996). Vygotsky, tutoring and learning. Oxford Review of Education, 22(1), 5–16.〕 The first feature has to do with the interaction between the learner and the expert. This interaction should be collaborative for it to be effective. The second, learning should take place in the learner’s zone of proximal development. To do that the expert needs to be aware of the learner’s current level of knowledge and then work to a certain extent beyond that level. The third feature of scaffolding is that the scaffold, the support and guidance provided by the expert, is gradually removed as the learner becomes more proficient. The support and guidance provided to the learner is compared to the scaffolds in building construction where the scaffolds provide both “adjustable and temporal” support to the building under construction.〔Palincsar, A. S. (1986). The role of dialogue in providing scaVolded instruction. Educational Psychologist, 21(1 & 2), 73–98.〕 The support and guidance provided to learners facilitate internalization of the knowledge needed to complete the task. This support is weaned gradually until the learner is independent.〔 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「instructional scaffolding」の詳細全文を読む スポンサード リンク
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