INSTRUCTIONAL SCAFFOLDING

(i) Definition: - According to Vygotsky’s “scaffolding is a technique that involves

changing the level of support for learning. Scaffolding is tailored to the needs of the

student with the intention of promoting deeper level of learning”. In other words,

the teacher supports the student in their quest for learning by building on the

student’s prior knowledge of a topic. The teacher is seen as the “knowledgeable

person” and the student is the “learner”. Based on the concept “Zone of Proximal

Development” by Vygotsky explains the difference between what a learner can do

without help and what he or she cannot do. He believes that giving children

experiences that are within their ZPD would encourage learning.

This method of instructional learning works best when the teacher is aware of the

student’s strength and weakness. A teacher is now able to tailor their lesson plan

to the needs of their students. A student who has varying learning disabilities will

need more assistance than those who can grasp concepts very easy. During this

scaffolding process students also learn from their peers, which makes it easier for

them to understand a topic. It shifts the responsibility from the teacher to the student

and helps the student to become an independent learner. As the student ability and
 understanding of a topic improves, the teacher can gradually begin to remove the

scaffolding.

(ii) Process involve in providing Instructional Scaffolding

Instructional scaffolding- “a metaphor for providing guidance and temporary

support for students to accomplish a task, assignment or problem.” Once students

are able to perform the task, scaffolding is gradually removed. One benefit of

instructional scaffolding is that it provides a supportive learning environment,

students are free to ask questions and support their peers in the learning process,

feedback is also provided by the teachers. Students are encouraged to take an active

role in their learning.

Scaffolding Instructions:

1. First, the instructor provides an outline of the components of the paper

2. Then students would prepare their outline

3. The instructor then provides a rubric of how each paper criteria will be

assessed

4. Students would then work on those criteria and at the same time and self-

evaluate their progress

5. The pattern would continue until the task is completed (although scaffolds

might not be necessary in all parts of the task)

FLOW CHART

THE ELECTION PROCESS ON POLLING DAY

1. On election day teacher will assign students to the post of electoral officers and they

will be called to the classroom first to take their places. Teacher will then ask students

to say what is their role and function for the elections

2. The remaining class members will remain lined up outside the polling station
3. The students will now be engaged in the electoral process, teacher would be observing

students during the voting process. The student who is the Information Officer will tell

his/her peers to check their names on the voter’s list.

4. They would then be told to join either the Red or Green lines for voting and would

have to sign their poll card in front of the Poll Card Clerk.

5. Voters then proceeds to deputy presiding officer who will instruct them on how to fold

the ballot paper and explain the voting procedure, officer also checks index finger to

ensure that you did not vote

6. Student then goes to voting booth and casts vote

7. Student goes to ballot box clerk, gives ballot clerk folded ballot paper and then place

left index finger into electoral ink, ballot is then placed into ballot box