The activation process of the ZPD is initiated when content is taught just outside of the student's current skill and knowledge level. Vygotsky committed to his belief that instructional scaffolding and application of these scaffolds at the ZPD allowed for any child to successfully learn in any area. This support mechanism – ZPD – is the difference between what a learner can do independently and what a learner can complete with adult support or scaffolding practices. Rather, learning is a social process, guided by interactions with classmates and others involved in the lesson.Ī second layer to instructional scaffolding exists with Vygotsky's conceptual thoughts about supporting independency. Vygotsky believed that learning does not occur in isolation. He defined this as, ‘the role of teachers and others in supporting the learner's development and providing support structures to get to that next stage or level' (Raymond, 2000). Vygotsky coined a definition of instructional scaffolding that focused on teacher practices. Specifically, his sociocultural theory asserts that cognition is developed through social interaction. Instructional scaffolding as a strategy for supporting learners begins with Lev Vygotsky's sociocultural theory and his learning concept of the Zone of Proximal Development (ZPD). We also provide a practical framework for cultivating student independency and interdependency in the learning process. In this article, we uncover the answers to these questions and explore, through an instructional scaffolding model, the importance of developing students' responsibility for their learning. These questions highlight the critical elements of instructional scaffolding in the classroom. In any given lesson, when do teachers shift from being ‘information providers' to becoming facilitators of learning with their students? Do teachers know when to interrupt student thinking and provide the appropriate scaffolds? And, how can educators transition students from being teacher reliant, to independent and interdependent learners in the classroom?
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