Scaffolding theory in education is like construction scaffolding around a building. Just as scaffolding provides temporary support while a building is constructed, educational scaffolding provides temporary support structures that help learners develop new skills. The building represents the learner's growing abilities, while the scaffolding represents the various support systems teachers provide. As learners become more independent, these support structures are gradually removed, allowing students to stand on their own.
Now we see how learning materials are systematically added to build the knowledge structure. Three types of construction materials represent different levels of language learning. Passage materials, shown as large structural beams, represent complex language components like full texts and paragraphs. Phrase materials are medium-sized components that represent intermediate language units. Sentence materials are the smaller building blocks representing basic language elements. As each material type is added, the building grows taller, just like how students build their language skills from simple sentences to complex passages.
Now we begin the scaffolding removal process. The bottom layer of scaffolding labeled 'Grammar' is systematically removed from the building. Grammar scaffolding provides the initial structural support for language learning, helping students understand basic sentence structure, verb tenses, and grammatical rules. However, once students internalize these basic grammatical patterns and can apply them automatically, this support is no longer needed. As this scaffolding disappears, the lower portion of the building becomes visible for the first time, revealing the solid foundation of grammatical knowledge that students have built.
Now we continue the scaffolding removal process with the second layer. The scaffolding labeled 'Words' is systematically removed, revealing more of the building structure. Vocabulary scaffolding initially supports students by providing word banks, glossaries, and guided vocabulary exercises. However, as students develop their language skills, they eventually gain the ability to choose appropriate words independently and construct sentences on their own. As this section of the building becomes visible, we see text reading 'Independent Sentence Writing' appear on the exposed building surface, indicating that students have achieved this important milestone in their language development.
We now proceed to remove the third layer of scaffolding. The scaffolding labeled 'Frame' is carefully removed, exposing more of the building's architecture. Structural frameworks initially provide essential support by giving students templates, outlines, and organizational patterns for their writing. These frameworks help students understand how to structure paragraphs, organize ideas logically, and create coherent flow in their writing. However, as students develop their own organizational strategies and internalize these structural patterns, the framework scaffolding is gradually removed. The building's form becomes clearer and more defined as these organizational support structures are withdrawn, revealing the student's growing ability to structure their own work.