## Design label: Scaffolding

Students learn most effectively when they work together with someone who has more knowledge and skills, such as a teacher. By tackling a problem together, students develop the concepts, tools, and skills necessary to solve similar problems independently in the future.

In this situation, the student is in the zone of proximal development (ZPD). This is the gap between what a student can do independently and what they can achieve with the help of a teacher or more experienced peer. This approach aligns with constructivism, which posits that students should be challenged with tasks that are just beyond their current abilities – challenging, but not discouraging.

The teacher’s role is crucial here: it involves guiding and supporting the learning process, also known as "scaffolding". The goal is for the student, through collaboration with the teacher, to develop new knowledge and skills. Three key factors are essential in this process:

1. There is space for dialogue between the teacher and student to learn together and engage in co-creation.
2. There are activities that help the student actively internalise new knowledge.
3. The learning environment meets the student’s needs, with students gradually taking on more responsibility and support being progressively reduced.

1 Wells, G. (1999) Dialogic Inquiry: Towards a Sociocultural Practice and Theory of Education. New York: Cambridge University Press

Want to know more: Scaffolding: praktische inzichten en voorbeelden

Constructivisme - Scaffolding van Lev Vygotsky https://www.youtube.com/watch?v=dYe8tqMsvX4

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## PRACTICAL TIPS

| Distinguish between different learning activities Divide your learning activities meaningfully between synchronous (interactions during lessons) and asynchronous (interactions outside lessons) moments. During synchronous sessions, focus primarily on deepening activities. Initiate discussions or use other teaching methods to explore the content more thoroughly, enhancing understanding and processing of the material. Allow students to independently acquire information outside of lessons (asynchronously). This includes both course-related information and subject matter content. Ensure that there is a transfer of information to develop a foundational level of knowledge.
| Write a Syllabus Develop (if applicable) a student-centred syllabus. Ensure that the information in this syllabus is detailed, structured, and well-distributed. It should serve as a learning guide for students.
| Work from simple to complex Ensure that learning activities are not too lengthy. It is better to break down the goals into shorter activities where students focus on mastering or improving a specific (sub)skill. Gradually make the learning activities and tasks more complex. Reflecting on the concept of the Zone of Proximal Development and scaffolding, this approach helps to build students' abilities step-by-step, starting with foundational skills and moving towards more advanced tasks. This way, students can progressively develop their competence and confidence as they tackle increasingly challenging tasks.
| Organise synchronous learning activities meaningfull Ensure that students find the in-person or live sessions meaningful and valuable. During the lessons, avoid sharing information that students already know or could easily learn on their own time. Also, make sure there are no unnecessary repetitions in the learning activities. These can be handled asynchronously when students need them. For instance, students can watch recorded lessons, complete additional writing tasks, or engage in other types of assignments at their convenience. This approach ensures that synchronous sessions focus on deepening understanding, problem-solving, and active participation, while repetitive or foundational tasks can be handled asynchronously.
| Use diverse types of media Utilise various types of media when conveying new material to students, such as audio, video, text, and images. When choosing to present information visually, ensure that the images are visually appealing. This means incorporating diversity in colours, arrows, and symbols to make the content more engaging and easier to understand. Also, take advantage of open educational resources available through platforms like Edusources, as they can provide valuable additional material for your students.
| Build your course meaningfully It is crucial that the course has a clear and structured progression. Ensure that students are aware of the objectives for each lesson, activity, and individual task, as well as the overall course goals. These goals should be communicated transparently from the outset. Provide clear guidelines for achieving these objectives, and make sure the criteria for successfully completing the course or module are well defined. This helps students understand what is expected of them and how they can meet the required standards to successfully finish the course.
| Give students space to process Students need time to process newly acquired information. It is important that the instructor provides this time and space. Ensure that there is built-in processing time between both synchronous and asynchronous learning activities. This allows students to reflect on what they’ve learned, solidify their understanding, and make connections before moving on to the next task or concept.
| Use technology that supports the student Both during and outside of lessons, technology is increasingly used. It is important that the technology employed supports the learning process. The use of technology should not frustrate the learning experience or hinder progress. Therefore, choose user-friendly technology and take the time to familiarize students with it. Tools like Mentimeter and FeedbackFruits are great examples, as they are designed to enhance student engagement and feedback. Make sure to provide clear instructions and guidance on how to use these tools effectively, ensuring that technology enhances the learning experience rather than complicating it.
| Add flexibility to your course Students appreciate having some degree of choice, as it enhances learning and motivation. Therefore, ensure that your course offers flexibility. In addition to mandatory components, provide optional learning activities. This allows students to tailor their learning experience based on their interests and needs. You can also distinguish between basic information and more in-depth content. Offering both options ensures that students can engage with the material at the level that suits them, whether they are looking for foundational understanding or seeking to deepen their knowledge. This flexibility encourages ownership of their learning process and fosters greater engagement.