Instructional Scaffolding Explained:

Instructional scaffolding is a detailed support system which a teacher provides in order to

enhance their students learning towards the mastery of a particular concept or task. [ CITATION

Nas20 \l 11273 ] This model targets the zone of proximal development (ZDP) which guides

children to the mastery level since it appeals to the cognitive, physical and social domains. It

is known that a person can learn to an extent independently but with the influence of another

person who is much more knowledgeable, that same independent person is now propelled

into a deep knowledge which he won`t have received by himself. Differentiation is similar

to instructional scaffolding since not every student studies at the same pace and as a teacher, I

need to pay attention to the needs of my students, their learning styles, the task content and

their performance. [ CITATION Ben19 \l 11273 ] There are some key components included under

instructional scaffolding. These include Questions to check for Foundational knowledge (to

determine prior knowledge), Visuals / demonstrations (to highlight the task in a practical

manner), collaboration (allow students to brainstorm on their observations and relate to

concepts), Modelling (facilitates replication where the concept can be reinforced again, this

also links differentiation since its design is focused on the different learning styles), Feedback

(enables evaluations and the concept can now be identified and evaluated individually) and

finally you can assess the effectiveness of this model, Instructional Scaffolding, based on the

student performance and engagement.[ CITATION Uni19 \l 11273 ] These steps are outlined in

the below flow chart which objective is “students should be able to independently define

diffusion”. This task came from a General Science lesson plan for form ones (1s) on the topic

diffusion.
Objective: Students should be able to independently define and explain Diffusion.

Questions: Review Questions on the Properties of matter, And later show them a video (On the
movement of oxygen in gaseous exchange) So they can see particles moving from a high conc.
To a low…. So the terms are identified

Visual: Conduct a Demonstration (Spray Perfume in the closed classroom) , have one student
timing and ask all the students to raise their hands when they smell the perfume.

Question and ask them what they noticed? And Why did the hands raise at different times?

Collaboration: (Allow them to Discuss in groups, their understanding of diffusion)

Modelling: Using 3 beaker of water same volume and 3 different concentrations of potassium
permanganate and explain what happened?

Feedback: Based on their observation is a definition of diffusion

Expansion of the steps within the flow chart:

It is important to ask probing questions to check for prior knowledge. In his particular task it

is important to ask questions on states of matter and its properties (bond strength, particle

size, mobility) since this is a factor you`ll soon want to identify has an effect on diffusion.

The use of the video followed by questions allows them to identify the terminologies they

heard in the video e.g. High and Low concentrations etc. The visual component since it

appeals to the students who have to engage in the activity themselves and this also addresses

the psychomotor domain as they engage in a guided experiment in their classroom. A

perfume would be sprayed at one location in the classroom (front left), and the students are

asked to each raise their hands when they smell it. This will be a timed experiment so the

timer will start as soon as the perfume was sprayed and stop when the last child smells it. The

students will be invited to collaborate within groups of four (4) and explain what could have

caused this phenomenon in the context of high and low concentrations, what particles are

moving and how can they tell? Once the group representatives have presented on their group

findings they are therefore given a modelled task which, is aimed at looking at another state

of matter that is the movement of solid particles (potassium permanganate crystals) in a liquid

medium. This will cater to the kinaesthetic and slow learners who need more available

resources in a guided step by step method (scaffolding) which will allow them, to now

attempt definitions for diffusion and share their definitions with the class (Feedback). The

true assessment of the effectiveness comes when the students are asked to give everyday

examples where this phenomenon occurs and using the terms they were introduced to, write a

complete definition for diffusion and list the examples at the end. This task incorporated

[ CITATION Reb14 \l 11273 ] differentiation in process, since the purpose was to allow students

to master the concept of diffusion and design their own definitions based on the steps

mention in this scaffolding flow chart.