| According to Vygotsky what is the zone of proximal development (ZPD)? | ZPD refers to the range of tasks that an individual cannot yet do alone but can accomplish when ASSISTED BY OTHERS (Berger, 2012; Gredler, 2012).
Vygotsky (1978, p.106) himself described it as "the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers". |
| There are 5 types of scaffoldings, name them and provide an example for each. | 1. Modelling - an art teacher demonstrates drawing with two-point perspectives before asking students to try a new drawing on their own.
2. Think-alouds - a physics teacher verbalises her thinking as she solves momentum problems on the board.
3. Questioning - after modelling and thinking aloud, the same physics teacher "walks" students through several problems, asking them questions at critical junctures.
4. Adapted instructional aids - an elementary physical educations teacher lowers the basket while teaching shooting techniques and raises it as students' skills improve.
5. Prompts & cues - preschoolers taught that "the bunny goes around the hole and then jumps into it" as they learn to tie their shoelaces. |
| What is the concept of scaffolding? | It's similar to parents helping their small child learn to walk, they often walk behind the child, holding on to their hands as the child take tentative steps.
This illustrates the concept of scaffolding which is the ASSISTANCE that helps children complete tasks they cannot accomplish independently (Pentimonti & Justice, 2010; Torrez-Guzman, 2011). |
| Should teachers scaffold to the point of doing the tasks of students? | No. Effective scaffolding should provide only enough support to allow learners to progress ON THEIR OWN. Doing tasks for them can actually delay development. |
