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Ira Leviton (talk | contribs) m Fixed a typo found with Wikipedia:Typo_Team/moss and capitalizations. |
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==Theoretical Basis of Scaffolding==
This instructional tool is rooted in Vygotsky’s socioconstructivist model of the [[Zone of Proximal Development]]
::“the distance between the actual developmental 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” (Vygotsky, 1978, p.86)
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Moreover, scaffolds need not be restricted to people as effective means of support could include computer programs, resources, environments, and other objects as long as the tool aids a students ability or ZPD to achieve a goal that he or she would not be able to achieve without the guidance of that scaffold (Puntambekar & Kolodner, 2005; Puntambekar & Hübscher, 2005).
==Components of
There are five common components in the definition of scaffolding (Stone, 1998; Puntambekar & Kolodner, 2005):
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#''Fading and transfer of responsibility'': Fading is the final step of scaffolding and signifies a shift in responsibility from teacher/scaffold to individual responsibility and ability to complete the task. Through the “titration of assistance” (Stone, 1998, p. 349), the student takes on more responsibility in the task as scaffolds and guidance are adaptively reduced.
==Types of
Tabak (2004) distinguishes between three different types of scaffolds: differentiated scaffolds, redundant scaffolds, and synergistic scaffolds.
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