Scaffolding (Structured Support That's Gradually Removed)

Responsive support that enables participation beyond current independent performance and transfers responsibility as capability develops.

Scaffolding supplies temporary, responsive support that lets a learner participate in a task beyond their current independent performance. Wood, Bruner, and Ross introduced the term in their tutoring account. Useful support can simplify choices, highlight relevant features, model a step, or keep the learner oriented toward the task.

Adjust help to observed need and transfer responsibility as the learner becomes ready. Removing support on a fixed timetable can produce failure, while leaving it unchanged can conceal dependence. Independence should be tested relative to the intended skill; accessibility aids and legitimate professional tools do not automatically need to disappear.

When to use it

When a learner cannot yet coordinate a task independently but can productively participate with suitable guidance.

How it can help

Provide targeted help, adjust it using observed performance, and test the skill with less assistance when appropriate.