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'''Distributed scaffolding''' is a concept developed by Puntambekar and Kolodner (1998) that describes an ongoing system of student support through multiple tools, activities, technologies and environments that increase student learning and performance.
Originally introduced by Wood, Bruner, and Ross (1976), the learning tool of scaffolding is rooted in individualized support and tutoring. Through scaffolded or tutored instruction, a teacher was able to guide the student through a complex set of building block tasks in order to achieve a final pyramid product that the child may not have been able to complete without this active support. The term was conceptualized presuming instruction by an adult expert with a single student, however, the reality of classrooms with 20 or more students do not necessarily lend themselves to this specific structure. With many students and multiple different levels of skill or Zones of Proximal Development (defined below), there is a need to create many support structures that can properly address each
Similar to the term [[instructional scaffolding]], distributed scaffolding addresses the need to provide multiple types, sources, methods, and amounts of supports to help increase a
==Theoretical basis of scaffolding==
This instructional tool is rooted in
::“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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==References==
Palincsar, A.S. (1998). Keeping the metaphor of scaffolding fresh – A response to C. Addison
Palinscar, A.S., & Brown, A.L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. ''Cognition and Instruction, 1''(2),
Puntambekar, S., & Kolodner, J.L. (1998). Distributed scaffolding: Helping students learning by design. In A. S. Bruckman, M. Guzdial, J. L. Kolodner, & A. Ram (Eds.), ''Proceedings of the Third International Conference of the Learning Sciences (ICLS’98)''(pp. 35–41). Atlanta, GA: Association for the Advancement of Computing in Education.
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Puntambekar, S., & Hübscher, R. (2005). Tools for scaffolding students in complex learning environment: What have we gained and what have we missed? ''Educational Psychologist, 40''(1), 1-12.
Puntambekar, S., & Kolodner, J.L. (2005). Toward implementing distributed scaffolding: Helping students learn science from design. ''Journal of Research in Science Teaching, 42''(2),
Rogoff, B. (1990). ''Apprenticeship in thinking: Cognitive development in social context.'' Oxford, UK: Oxford University Press.
Tabak, I. (2004). A complement to emerging patterns of distributed scaffolding. ''The Journal of the Learning Sciences, 13''(3),
Tabak, I., & Kyza, E.A. (2018). Research on scaffolding in the learning sciences: A methodological perspective. In F. Fischer, C.E. Hmelo-Silver, S.R. Goldman & P. Reimann (Eds.), ''International Handbook of the Learning Sciences'' (pp.
Stone, C.A. (1998). The metaphor of scaffolding: Its utility for the field of learning disabilities. ''Journal of Learning Disabilities, 31''(4),
Vygotsky, L. S. (1978). ''Mind in society: The development of higher psychological processes.'' (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, Massachusetts: Harvard University Press.
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