The Cost of Scaffolding Rental

A temporary Structure made of wooden planks and metal poles, used while building, repairing, or cleaning a building. The best of all of these efforts always made significant use of scaffolding to organize and support the student investigation or inquiry, to keep students from straying too far off the path while seeking "the truth" about whatever issue, problem or question was driving the project.

The least successful efforts assumed too much about student skills, organizational abilities and commitment. Young ones were sent off on expeditions with little in the way of structure or guidance. We should have learned by now that exploration by students progresses most effectively when those students have been well equipped, well prepared and well guided along the path. In this chapter, the focus is upon the scaffolding techniques that have proven especially worthwhile in an electronic context. Scaffolding is an often-used construct to describe the ongoing support provided to a learner by an expert. In this entry, the original notion of scaffolding and its key tenets are discussed, followed by a description of the use of the construct in classrooms and in computer-based systems gyq6dsq. The challenges of providing scaffolding to students in a classroom are also discussed. The early studies that described scaffolding, be they descriptions of parent-child interactions (Greenfield, 1999) or classroom interactions (Langer and Applebee, 1986), were observational rather than interventionist studies. One of the earliest accounts of an interventionist study of scaffolding is Wood, Bruner and Ross's 1976 study in which 3-, 4-, and 5-year-olds engaged in a task of building a pyramid from interlocking blocks, with guidance from a tutor. Each child was tutored individually and the tutor followed a set of guidelines for her tutoring. But the tutor did not always follow pre-set rules in her interactions; instead she provided just enough assistance to help the child move forward—assistance that was sensitive to, and adapted based on, the child's progress. Wood and colleagues documented six types of support that an adult can provide: recruiting the child's interest, reducing the degrees of freedom by simplifying the task, maintaining direction, highlighting the critical task features, controlling frustration, and demonstrating ideal solution paths.
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