Importance Of Scaffolding

Discussion

In a learning context, the teacher should provide the most effective condition for the learners to achieve optimum learning. Vygotsky mentioned that the “gap” between what learners can do easily and what learners can do with the help of a more knowledgeable other based on his concept of Zone of Proximal Development (ZPD). Thus, the most effective learning takes place when the task given to the learners is a level higher than the learners’ actual knowledge (i+1). Knowledge is best transferred when the teacher co-operate and discuss with the learners. The importance of scaffolding is its contribution to the teacher-learning relationship. It focuses on the role of teacher and learners which are distinct but complementary in the learning

The achievement of designed-in scaffolding can be determined by the classroom goal, organisation of classroom and the task selection and sequence. A scaffolding can be planned identically but the way it was presented are different because of the learner’s need and their prior knowledge. The concept of effective teaching linking to the starting points of learners and the objectives of the lesson are also an appropriate method for describing the overall curriculum (Van Lier, 1996, p.14). The starting point allows teacher to build on learner’s prior knowledge of the learning context to plan the learning challenges and necessary support. Micro scaffolding is also known as the interactional contingent. It focuses on the interaction of teacher and learners in the learning process. The scaffolding are through this interaction that support and intellectual challenges are notices as learners are participated in the tasks. The designed-in level provide the interactional contingent level, at the meantime, allows the teacher and learners to work in the

Now with the development of technology, teachers can select to supplement materials, such as electronic dictionaries to scaffold learners in learning the language. The scaffolding software can serve as a crutch allowing students to arrive the cognitive level that they are unable to reach on their own (Lumpe and Butler, 2002). However, the scaffold is not the software but the interaction between the learners and the software (Lumpe and Butler, 2002). But this scaffold requires the learners to have strong self-monitoring ability as most students find it difficult to control themselves not to rely on the software too much and work independently. Therefore, teaching should plan and select the software carefully. For example, when selecting and sequencing the scaffolds, teacher can provide scaffolds at different times instead of providing them all at once. This can train the learners to decode the words independently and self-monitor which semiotic system is suitable for