‘The EEF guidance report on the Deployment of Teaching Assistants emphasises the importance of providing the least amount of support first, only increasing support when pupils genuinely need it. The Scaffolding framework supports this approach by ensuring that adult input is carefully matched to need and structured around five stages which move from minimal intervention to more direct support.
Self-scaffolding gives pupils the opportunity to think for themselves before any adult intervention. At this stage pupils draw on prior knowledge and strategies to attempt the task independently.’
Developing self-scaffolding empowers students to transition from relying on teacher-led support to deploying independent problem-solving strategies. Teachers can cultivate this by systematically removing external assistance, encouraging metacognition, and teaching pupils how to access prior knowledge, plan their approach, and review their own work.
Building self-scaffolding is all about helping pupils move from “Teacher, I’m stuck!” to “Let me try a different strategy.” It means teaching them how to coach themselves through challenging tasks, so they don’t need you to step in every single time.
Give Clues, Not Answers
When a student gets stuck, resist the urge to just fix it. Ask questions that jog their memory. Try: “What step did you take first last time?” or “Where can you look in the room to find a hint?”
Use Independent Tools
Trade your constant reminders for physical tools they can use on their own. For example: Mini-Checklists: Provide a 3-step “did I do this?” checklist.
Teach self-coaching
Give pupils with a quick mental script to use when they face a roadblock.
Make mistakes when modelling
Show them exactly what self-talk sounds like by thinking out loud.
Self-scaffolding represents the highest level of pupil independence. Staff observe, giving pupils time for processing and thinking. Self-scaffolders can plan how to approach a task; problem-solve as they go; and review how they approached a task.
This blog was written by Bretta Townend-Jowitt, Education Consultant and Trainer.
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