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VELS level 1 & 2 – Teacher scaffolding in the classroom

This section summarises the different types of scaffolding and their benefits. For more detailed information on scaffolding see the ‘scaffolding in detail’ section.

Two key features of scaffolding are:

1. Extending understandings: the word ‘extending’ here points to the ways scaffolding enables students to develop understandings and successfully complete tasks that they would not be able to do independently.

2. Temporary support: another key aspect that is crucial to scaffolding is the temporary nature of the support provided by teachers.

Hammond and Gibbons 2001

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Designed in scaffolding

  • unit planning: outcomes (knowledge, skills, values)
  • sequence of learning activities: connect with existing knowledge; develop new knowledge; skills and understandings.
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Point of need scaffolding

  • repetition
  • recasting
  • elaboration.

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Scaffolding in detail

This section outlines the different types of scaffolding, how to use these techniques most effectively and their benefits.

Extending student understanding

It is the quality and nature of the support and guidance provided by teachers which is pivotal in extending and challenging students to achieve beyond their current levels of understanding. In particular, adults and carers often provide an input that gives children access to new information that extends their understandings well beyond their knowledge base.

Support in the classroom

It is important that teacher support is gradually withdrawn as students become more independent in the classroom.

This does not mean that new knowledge is only ever taught once. Scaffolding is based on and responsive to students’ current understandings.

It is important that teachers find out where their learners are ‘at’, so that the level of support they provide can be adjusted. The level of scaffolding provided by the teacher will need to change at different points in a unit and lesson, especially when students are able to clearly demonstrate control of new knowledge, skills or understandings.

A distinction is to be made between scaffolding and help within the classroom in that:

  • scaffolding is not at work in any form of teacher support, rather it is specific help that enables the learner to achieve a task which would not be possible without support
  • scaffolding has a finite goal and is a means of supporting the student to achieve that goal
  • scaffolding is genuinely supportive and constructs deep knowledge with students.

Tina Sharpe 2001

Teacher scaffolding in the classroom

Building on the work of Hammond and Gibbons; Mercer and Wells, Tina Sharpe has identified two key opportunities for teacher scaffolding in the classroom. She refers to them as:

  • ‘designed in’ scaffolding
  • ‘point of need’ scaffolding.

Designed in scaffolding

‘Designed in’ scaffolding is the kind of scaffolding that begins during planning. At this stage teachers consider both the outcomes that will be assessed (knowledge, skills and behaviours) and the students’ previous experiences.

This consideration occurs in the light of the cognitive and language demands of the specific domains. The teacher then designs a series of learning experiences – a designed in scaffold – that will support students in developing new knowledge, skills and behaviours.

Consideration needs to be given to the kinds of activities planned to connect with students’ existing knowledge. For example:

  • reminding the class of a shared activity such an excursion or a text type that they have already learned to write
  • asking them to brainstorm what they know about a topic.

Point of need scaffolding

‘Point of need’ scaffolding arises in the immediate context and relies on the teacher identifying a teachable moment and maximising the learning potential of that moment.

The aim of ‘point of need’ scaffolding is to assist students to develop key concepts and extend their understandings. It is usually achieved through speaking and listening: the teacher asks questions, listens carefully to student responses and uses a range of strategies to extend their thinking or clarify it.

This kind of classroom scaffolding can be provided by:

  • setting particular themes and eliciting responses that draw students along a particular line of reasoning
  • cueing responses through the form of the question
  • elaborating and going on to redefining the requirements of an activity
  • using ‘we’ to show the learning experience is being shared.

‘Point of need’ scaffolding is often used to support students to develop a new vocabulary. This vocabulary can be specialised or technical.

The key strategies that are particularly important are:

  • repetition of student remarks
  • recasting: acknowledging a student’s remark and modifying it so that it is more technically appropriate
  • elaboration: scaffolding technicality through teacher talk.

Elaboration works at a deeper level than recasting by transforming the information offered by the students. It involves teachers, defining key terms or ideas for students, and provides strong and timely support for the students as ideas are developed. This type of scaffolding plays an important part in the role that spoken language has in classroom discourse.

Teachers can increase the likelihood that students will continue to control and develop their knowledge after support is withdrawn by using both ‘designed in’ and ‘point of need’ scaffolding.

Related material

Level 1 & 2

Previous key concept - Zone of Proximal Development & scaffolding (Bruner, Rogoff, Sharpe, Vygotsky)

Next key concept - Language and learning (Halliday)

Level 3

Previous key concept - Zone of Proximal Development & scaffolding (Bruner, Rogoff, Sharpe, Vygotsky)

Next key concept - Speaking and listening

Level 4

Previous key concept - Zone of Proximal Development & scaffolding (Bruner, Rogoff, Sharpe, Vygotsky)

Next key concept - Speaking and listening

Level 5 & 6

Previous key concept - Zone of Proximal Development & scaffolding (Bruner, Rogoff, Sharpe, Vygotsky)

Next key concept - Speaking and listening