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There are five common components in the definition of scaffolding:{{sfn|Puntambekar|Kolodner|2005}}{{sfn|Stone|1998}}
#''Common Goal'': Creating a mutually defined goal between the guide and student helps achieve [[intersubjectivity]]{{sfn|Rogoff|1990}} and recruitment of the student{{sfn|Wood|Bruner|Ross|1976}} to the task. This shared understanding contributes to successful scaffolding by enlisted common understanding of the ultimate completion of the task.
#''Ongoing Diagnosis'': Through ongoing diagnosis of task performance and student ability, the scaffold can be tailored to provide the optimal level of support. This dimension highlights the need for scaffolding to be deliberate and specific support for both the task and tutee and therefore illustrates the difference from mere support or hints and tailored task and tutee specific support.
#''Dynamic and Adaptive support:'' through interactive and constant assessment, teachers are able to evaluate student progress in order to tailor subsequent supports and tasks to the needs of the student.
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