Last summer, while revisiting my teaching notes and exploring effective instructional strategies, I delved into two key concepts: scaffolding and differentiation. Surprisingly, I realised that I had been using both throughout my teaching career without fully understanding their distinct roles and impact. Scaffolding involves providing temporary support to guide students through new learning, while differentiation tailors instruction to meet diverse needs. Though often discussed separately, these approaches can complement each other beautifully in the classroom. In this article, I’ll explore how scaffolding and differentiation are two sides of the same coin, and share practical insights on how to harness both to enhance your teaching practice.
Understanding Scaffolding
Scaffolding is a classroom teaching technique in which teachers deliver lessons in distinct segments, providing less and less support as students master material. It was first articulated by Jerome Bruner, an American psychologist, who described it as “the steps taken to reduce the degrees of freedom in carrying out some task so that the child can concentrate on the difficult skill she is in the process of acquiring” (Bruner, 1978). Scaffolding involves two main phases (Lange, 2002): “development of instructional plans to lead the students from what they already know to a deep understanding of new material” and “execution of the plans, wherein the instructor provides support to the students at every step of the learning process”.
Effective scaffolding includes several key features that facilitate the acquisition of new knowledge:
Intentionality: The task has a clear overall purpose driving any separate activity that may contribute to the whole.
Appropriateness: Instructional tasks pose problems that can be solved with help but which students could not complete on their own.
Structure: Modeling and questioning activities are structured around a model of appropriate approaches to the task and lead to a natural sequence of thought and language.
Collaboration: The teacher’s response to student work recasts and expands upon the students’ efforts without rejecting what they have accomplished on their own. The teacher’s primary role is collaborative rather than evaluative.
Internalisation: External scaffolding for the activity is gradually withdrawn as the patterns are internalised by the students.
In my classroom, scaffolding is used to create real-life connections. During a lesson on magnetism, for example, I would explain the concept of magnets citing examples learners may have come across in everyday life. Then, I would hand magnets to the students, encouraging them to predict which objects will attract the magnet before trying it themselves. Scaffolding leads to the development of independent, self-regulating learners (Hartman, 2002).
Understanding Differentiation
Differentiation is a teaching strategy designed to meet the diverse needs, strengths, and preferences of each student by tailoring instruction to accommodate individual differences. This approach addresses the variation among learners by employing multiple methods that modify the instruction, content, and assessment to align with each student’s unique needs (Renzulli, 1977; Tomlinson, 2000).
Differentiation typically involves three key components:
Content: What is being taught can be adjusted to align with students' readiness levels, interests, and learning profiles, ensuring that the material is accessible and engaging for all learners.
Process: How the content is taught varies to provide multiple pathways for students to engage with the material. This can include flexible grouping, varied instructional methods, or the use of diverse resources and activities.
Product: The tangible output or product students create, demonstrating their understanding, can differ to reflect individual strengths and preferred modes of expression, such as through projects, presentations, or written work.
Examples of differentiation in a typical classroom:
Tiered assignments: Providing the same core content but with varying levels of complexity
Flexible Grouping: Organising students into different groups based on their needs, such as skill level, interest, or learning style.
Varied Instructional Methods: Using a mix of teaching methods, such as lectures, hands-on activities, peer teaching, or multimedia resources, to address different learning styles (visual, auditory, kinesthetic).
Choice Boards: Providing students with a list of project or assessment options that allow them to demonstrate their learning in a way that suits their strengths, such as creating a video, writing an essay, building a model, or conducting an experiment.
Alternative Assessments: Students can show what they have learned through different formats, such as oral presentations, artistic interpretations, or digital portfolios, rather than traditional tests.
Scaffolding vs Differentiation
Scaffolding and differentiation are both instructional strategies aimed at meeting the diverse needs of students to enhance learning outcomes. Both approaches are rooted in the idea of providing tailored support to learners, recognising that students do not all learn at the same pace or in the same way. The exact opposite of a “one size fits all curriculum”. Scaffolding and differentiation share the common goal of guiding students from their current level of understanding to higher levels of mastery by adjusting the learning experience to suit individual needs.
For example, both strategies may involve breaking down complex tasks into manageable parts, offering targeted feedback, or using visual aids and hands-on activities to make concepts more accessible. Moreover, both scaffolding and differentiation emphasize the importance of creating a supportive learning environment where students feel confident to take risks, ask questions, and engage actively in their learning process.
Despite their similarities, scaffolding and differentiation differ in their approach and implementation within the classroom. Here is a table highlighting the differences between scaffolding and differentiation.
Scaffolding | Differentiation |
Provides targeted support to help students reach the next level | Adapts instruction to meet the diverse needs of all students |
Gradually transfers responsibility and support from teacher to student | Modifies content, process, product, and environment based on readiness |
Meets students at their current level of comprehension | Tailors instruction based on individual needs |
Provides support based on student readiness and progress | Flexible; allows for personalized learning paths |
Adjusts instructional pace to match the needs and progress of students | Varies instructional pace based on individual student progress |
May involve collaborative work or small-group instruction | May involve flexible grouping or individualized instruction |
Offer support through guided practice, modelling, and feedback | Provide options for enrichment or remediation |
Practical Tips for Educators
To effectively implement scaffolding and differentiation in your classroom, start by getting to know your students' individual needs, strengths, and learning preferences. Use quick formative assessments, such as entrance tickets, short quizzes, or informal observations, to gauge each student's prior knowledge and readiness levels. This will help you identify where support is needed and tailor your instruction accordingly. In the situation in which students have no prior experience with a new concept, a scaffold, a step-by-step approach will be beneficial to ensure that all students have a solid understanding of the basics before progressing to more challenging learning activities.
Differentiation and scaffolding are not just standalone strategies but are most effective when used together. By integrating these methods, teachers can create a rich learning environment that supports all students. Thoughtful educators can design scaffolded units that lay the groundwork for mastery, providing all students with a solid foundation. As they deliver this scaffolded content, they can simultaneously apply differentiation techniques to tailor instruction, ensuring each student gains a deep understanding of the material.
Conclusion
Incorporating both scaffolding and differentiation into your teaching practice can transform your classroom into a dynamic and inclusive environment where all students have the opportunity to thrive. By recognising and responding to the diverse needs of your students through these strategies, you will provide a solid foundation that helps them build confidence, independence, and a deeper understanding of the content. The key is to remain flexible, observant, and proactive in adjusting your approach to suit each learner's journey.
Ultimately, the seamless integration of scaffolding and differentiation not only enhances student learning but also fosters a more engaging, supportive, and effective educational experience for everyone involved.
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References
Bruner, J. S. (1978). The role of dialogue in language acquisition. In R. J. Sinclair & W. J. M. Levelt (Eds.), The child’s conception of language (pp. 241–256). Springer-Verlag.
Hartman, H. (2002). Scaffolding & cooperative learning. In Human learning and instruction (pp. 23–69). City College of the City University of New York.
Lange, V. L. (2002). Instructional scaffolding. Retrieved September 12, 2024, from http://condor.admin.ccny.cuny.edu/~group4/Cano/Cano%20Paper.doc
Reis, S. M., & Renzulli, J. S. (2018). The five dimensions of differentiation. International Journal for Talent Development and Creativity, 6(1), 87–94.
Renzulli, J. S. (1977). The enrichment triad model. Creative Learning Press.
Tomlinson, C. A. (2000). Differentiation of instruction in the elementary grades. ERIC Digest. https://files.eric.ed.gov/fulltext/ED443572.pdf
Very interesting, I didn’t realize I was using both techniques. Are there any differences to these techniques?
Fabulously put together👌.