What are some common pitfalls or challenges of scaffolding and modeling in instruction?

1 Lack of alignment

One of the pitfalls of scaffolding and modeling is that they may not be aligned with the learning objectives, the learners' needs, or the assessment criteria. For example, if the instructor provides too much or too little scaffolding, the learners may not be challenged enough or may feel overwhelmed and frustrated. Similarly, if the instructor models a skill or concept that is not relevant or appropriate for the learners' level, context, or goals, the learners may not benefit from the demonstration or explanation. To avoid this pitfall, the instructor should carefully plan and design the scaffolding and modeling activities, ensuring that they match the learning outcomes, the learners' prior knowledge and skills, and the assessment expectations.

2 Lack of feedback

Another pitfall of scaffolding and modeling is that they may not be accompanied by sufficient feedback. Feedback is essential for learning, as it helps learners monitor their progress, identify their strengths and weaknesses, and adjust their strategies and actions accordingly. Without feedback, learners may not be able to evaluate their performance, correct their errors, or improve their understanding. To avoid this pitfall, the instructor should provide timely, specific, and constructive feedback to learners during and after the scaffolding and modeling activities, highlighting what they did well, what they need to improve, and how they can improve.

3 Lack of autonomy

A third pitfall of scaffolding and modeling is that they may not foster enough autonomy in learners. Autonomy is the ability and willingness of learners to take control of their own learning, make choices, and take responsibility for their actions. Autonomy can enhance learners' motivation, engagement, and self-efficacy. However, if the instructor provides too much scaffolding or models too frequently or explicitly, the learners may become dependent on the instructor's support or guidance, and may not develop their own skills or strategies. To avoid this pitfall, the instructor should gradually fade or withdraw the scaffolding or modeling, allowing learners to practice independently, make decisions, and solve problems on their own.

4 Lack of variation

A fourth pitfall of scaffolding and modeling is that they may not offer enough variation in the content, format, or context of the learning activities. Variation can enhance learners' interest, attention, and retention, as it exposes them to different aspects, perspectives, and scenarios of the skill or concept they are learning. However, if the instructor provides the same or similar scaffolding or modeling for every task or problem, the learners may become bored, distracted, or complacent, and may not transfer their learning to new or different situations. To avoid this pitfall, the instructor should vary the scaffolding or modeling activities, using different types, levels, sources, or media of support or demonstration, and presenting different types, levels, or domains of tasks or problems.

5 Lack of reflection

A fifth pitfall of scaffolding and modeling is that they may not encourage enough reflection in learners. Reflection is the process of thinking critically and metacognitively about one's own learning, experiences, and actions. Reflection can enhance learners' comprehension, retention, and application of the skill or concept they are learning, as well as their awareness, self-regulation, and goal-setting. However, if the instructor does not prompt or facilitate reflection during or after the scaffolding or modeling activities, the learners may not be able to connect, integrate, or apply their learning to other contexts or situations. To avoid this pitfall, the instructor should ask open-ended, probing, or reflective questions to learners during and after the scaffolding or modeling activities, inviting them to share their thoughts, feelings, opinions, or insights about their learning process and outcomes.

6 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?