Scaffolding as Bridger to Independent Learning Under the New Normal in Education

Christine Joyce Quiambao-Roque

The 21st century curricula support the gradual and continuous learning development, permeating further the use of scaffolding into the learning process. By gradually increasing the level of competencies and lessons needed to master at a certain degree by the learners, their abilities to cope with the demands of the learning process integral for their development also progress consistently.

Scaffolding is a concept initially introduced by Wood, Bruner, and Ross in 1976. As a technique, scaffolding supports the students’ learning process to solve problems and accomplish activities. Just like the scaffolds used to support building construction, scaffolding is temporary support to the learning process supervised by the instructors/teachers, tutors, or even parents.

In general, scaffolding is an assisted form of learning, promoting further independency in the students’ learning process. W ith such a technique, students can probe their thinking and be guided in doing specific activities. Since the learners are actively engaged in investigating knowledge with the supporting activities, meaningful learning occurs.

The learners may more likely appreciate the additional support given to them in terms of working time and sharing their efforts with them. So, these aspects must be taken into serious consideration when applying it among learners. Enough exposures should be given to the learners to make themselves comfortable learning their subject during the COVID-19 pandemic season. Necessary activities supplemental to the conventional modalities of instruction are instrumental in delivering the new normal in education.

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The author is SST-II at Sta. Cruz High Integrated School, Lubao, Pampanga