Scaffolding
Temporary support that helps a learner do something they cannot yet do alone — gradually removed as the learner becomes independent.
What scaffolding looks like in a classroom
Scaffolding can take many forms — a worked example, sentence stems, a partially filled diagram, a peer to consult, a prompt sheet. The point is that the support helps the learner across the gap from 'cannot do' to 'can do'. The scaffold is then gradually removed.
The gradual release of responsibility
A common scaffolding model is 'I do, we do, you do'. The teacher demonstrates (I do). Teacher and class work through an example together (we do). Children try independently with the scaffold available (you do). Over time, the scaffold disappears entirely and the child performs unsupported.
Scaffolding at Yajur
Scaffolding is built into every Oxford International Curriculum lesson at Yajur Public School. Worked examples, partially completed templates and structured peer support let every child engage with challenging content while individual abilities are still developing.
Related terms
Zone of Proximal Development (ZPD)
Lev Vygotsky's idea of the sweet spot for learning — the gap between what a child can do alone and what they can do with the right support. Effective teaching targets this zone.
Universal Design for Learning (UDL)
A framework for designing lessons that work for the widest range of learners from the start — using multiple ways to present information, multiple ways to engage and multiple ways to demonstrate understanding.
Growth Mindset vs Fixed Mindset
Carol Dweck's distinction between believing abilities are improvable through effort (growth) versus believing they are fixed traits (fixed) — a difference that shapes how children approach challenge.