The scaffolding process is described in further detail in my July 5th post-titled, Scaffolding Instruction. Scaffolding is a process that includes three major stages-contingency, fading, and transfer of responsibility. Student ZPD is most prevalent during the fading stage of the scaffolding process. This may mean adding and subtracting the same or similar scaffolds before student becomes completely confident or has mastered the task.
The scaffolds should be removed as student begins to show confidence or take ownership of unknown information. Teachers add scaffolds to assist the student(s) in learning new information and task completion.
SCAFFOLDING ZONE OF PROXIMAL DEVELOPMENT HOW TO
Teachers use student ZPD to begin modeling how to complete a task not yet mastered. Instruction should begin just beyond what they already know or have mastered. Student zone of proximal development (ZPD) is important to the scaffolding process, as student learning is most effective at this level. This is a student’s unique, ideal instructional or learning level that is constantly changing, as they work with individuals of higher cognitive processing levels and interact with their natural environment. These are skills that are in the process of maturing and will need the assistance of an individual of higher cognitive processing level to complete. ZPD is the bud or potential growth that can develop into ripened fruit or ownership of skill (Vygotsky, 1978), when feed the necessary nutrients. He defined ZPD as “the distance between the level of actual development, determined with the help of independently solved tasks, and the level of possible development, defined with the help of tasks solved by the child under the guidance of adults or in cooperation with the more intelligent peers” (Vygotsky, 1935/2011, p. Vygotsky believed that each student has a unique learning level or ZPD that is based on past interactions with adults, peers, culture, and environment. Vygotsky’s theory maintains that cognitive development includes (a) the processes of mastering the external means of cultural development and thinking in relation to language, writing, counting, and drawing, and (b) the processes of higher mental functions, which include the concepts of logical memory, categorical perception, voluntary attention, and conceptual thinking. Student optimum learning level or zone of proximal development (ZPD) was first introduced in Vygotsky’s 1929 cultural-historical theory of psychological development.
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