Concept in Constructivism: Scaffolding

One key concept in constructivism is scaffolding. It refers to giving students the right amount of support to help them understand a new concept or complete a task they cannot yet do on their own. As their understanding improves, the teacher gradually reduces the help until the students can work independently.

In my Grade 4 math class, I use scaffolding when introducing new topics like fractions. At first, I use visual aids such as pizza slices or paper strips to show how fractions work in real life. Then, I guide students step-by-step as they solve simple fraction problems together as a class. After that, they work in small groups with similar problems, and finally, they try solving problems on their own. This process helps them connect abstract math ideas with real-world experiences, making learning more meaningful.

What I find insightful about scaffolding is how it transforms the classroom into a space for active learning. It allows students to build understanding gradually and confidently. I’ve seen that when my Grade 4 learners are supported at the right level, they become more engaged and willing to take risks in solving problems.

However, scaffolding can also be time-consuming, especially when students learn at different speeds. Some learners may still struggle even with support, while others may feel limited if the guidance is too structured. As a teacher, I’ve learned that it’s important to stay flexible—adjusting my methods, such as creating differentiated lesson plans, based on each student’s progress and readiness.