Knowing how to use and later remove scaffolding is key to helping students become independent learners who can tackle challenges on their own. So, we asked Jon Eaton, Director at Devon Research School, for his insights into how teachers can figure out when best to remove scaffolds.
So, read on to learn about:
- What scaffolding is and how it helps build independent learners
- How to know when to remove scaffolding
- Our top tips for using scaffolding in your classroom
How does scaffolding work?
Scaffolding is a method where teachers provide temporary support to help students learn new concepts or skills. These supports can take many forms, such as guiding questions, step-by-step instructions, or models. As students gain confidence and understanding, the teacher gradually removes the supports, allowing the students to take more responsibility for their own learning.
This temporary support allows students to grasp difficult concepts and develop new skills that would be hard to learn on their own. Just like real scaffolding in construction, the support is taken away bit by bit until students can work independently.
When should teachers remove scaffolding?
Jon emphasises that knowing when to remove a scaffold starts with gaining “maximum clarity” in three areas. These areas are:
1. Maximum clarity in lesson objectives
Jon starts off by highlighting the importance of “having in mind, in the first place, what your objectives are” and having “maximum clarity of what [you] are actually trying to achieve.” Here, a well-defined goal helps teachers choose the right scaffolds and recognise when students are ready to work without them.
2. Maximum clarity in the purpose of a scaffold
Teachers can try asking themselves “why they are using a scaffold.” This prevents them from falling into the trap of using a scaffold simply because it’s available or part of a lesson plan. Instead, it’s better to ensure that the scaffolds serve a specific purpose that aligns with their lesson objectives – and the needs of the students.
3. Maximum clarity in what indicates success
Finally, it’s important to identify clear signs that students are succeeding. This helps teachers determine whether the scaffolds are appropriately challenging for students and consequently provides a reliable indicator of when the scaffolds can be removed.
3 tips for using scaffolding in your lessons
To help you make the most of scaffolding in your classroom, here are three practical tips based on Jon Eaton’s Expert Insights:
1. Use the “Least Help First” Principle
Instead of immediately providing support, teachers can start by giving students a chance to work through challenges on their own. This is the idea behind the “Least Help First” approach, which encourages independent learning by offering only the minimum help necessary. Jon suggests that scaffolds should be added only when there is clear evidence that students are struggling or need extra guidance.
Reflecting on his own experiences, Jon acknowledges that this approach might feel unnatural at first. Teachers often have plenty of resources at their disposal and may feel inclined to use them right away. However, defaulting to scaffolds can lead to overhelping, which can prevent students from developing problem-solving skills. Instead, teachers should observe how their students respond to challenges before stepping in with support.
Of course, the “Least Help First” approach does not mean that students are left to figure things out all by themselves. When students truly need help, teachers can provide support in the form of hints and prompts, rather than simply giving them the answers.
2. Link success rate to scaffolds
When talking about how student success rates might inform when to remove scaffolds, Jon doesn’t believe there’s a perfect number, as it is hard to set a clear limit. Still, he acknowledges that having a general benchmark can be helpful for teachers. So, as a rough guideline, he suggests removing scaffolds when students are attaining an 80% success rate in class.
3. Establish clear classroom communication
Ultimately, deciding when to remove scaffolds comes down to having a clear understanding of your lesson goals, the purpose of said scaffolds, and what success looks like for your students. But this clarity shouldn’t just be for teachers – students need it too. For example, teachers can clearly lay out their expectations to students, making them defined and concrete so that students know what’s needed of them. This helps teachers adjust their lessons to better support student learning.
Final thoughts
Knowing when to remove scaffolds is key to encouraging student independence. By having clear lesson objectives, understanding the purpose of scaffolds, and recognising signs of student success, teachers can decide when to step back and let students take charge of their own learning. This approach helps students build confidence and skills for long-term success.
A big thank you to Jon Eaton for sharing his knowledge with us on the Teacher CPD Academy’s Scaffolding topic area. Would you like your team to learn more from him and other top experts as part of your own in-house training? Join the Teacher CPD Academy today.
