How should scaffolding be implemented to build student independence?

• A. Permanent supports are kept throughout the unit.
• B. No supports are given.
• C. Temporary supports (modeling, prompts, guided practice) gradually removed as independence increases.
• D. Students are given all tasks with no guidance.

Answer: (C)

Scaffolding is about giving learners the right amount of support at the right time and then fading those supports as they grow more capable. The goal is to move students toward independence by gradually releasing responsibility. Temporary supports—such as modeling, prompts, and guided practice—help students perform tasks they can’t yet do alone, while feedback guides their improvement. As they demonstrate understanding and skill, those supports are withdrawn step by step, so they can tackle similar tasks with less help.

This is why the best choice fits: it describes using modeling, prompts, and guided practice as temporary aids and gradually removing them as independence increases, aligning with how learners build mastery over time. The other options don’t fit this approach: keeping permanent supports keeps students dependent; providing no supports fails to bridge the gap to independence; giving all tasks with no guidance denies the scaffolding that helps learners reach that independent level.