How does scaffolding support student learning?

• A. Permanent supports (modeling, prompts, guided practice) are kept throughout the lesson.
• B. Providing only feedback without modeling.
• C. Temporary supports (modeling, prompts, guided practice) gradually removed as independence increases.
• D. Skipping modeling and prompts entirely.

Answer: (C)

Scaffolding is about giving students structured, temporary supports that help them perform tasks they can’t yet do on their own. The idea is to provide modeling, prompts, and guided practice so students see how to approach the task, try it with help, and gradually take more control as their understanding grows. As competence increases, these supports are faded away, until independence is reached. This fits with how learning happens best: with aimed support within the learner’s zone of proximal development, then gradual removal of help to promote self-reliance. The option that describes temporary supports being gradually removed as independence increases captures this process most accurately. Permanent supports keep students dependent; feedback alone misses the initial modeling and guided practice; skipping modeling and prompts removes the crucial guidance that makes scaffolding effective.