We will provide you with efficient, practical and clearly presented scaffolding designs. Our aim is to save you material and labour costs by considering the practicalities of the project and adopting safe, standard and easy to build scaffolding design solutions and also by eliminating the problems and delays the scaffolders face when confronted with poorly thought out or hard to read designs.The design of bone scaffolds for tissue regeneration is a topic of great interest, which involves different issues related to geometry of architectures, mechanical behavior, and biological requirements, whose optimal combination determines the success of an implant. Additive manufacturing (AM) has widened the capability to produce structures with complex geometries, which should potentially.

In the process of scaffolding, the teacher helps the student master a task or concept that the student is initially unable to grasp independently. The term вЂscaffoldingвЂ™ was developed as a metaphor to describe the type of assistance offered by a teacher or peer to support learning. The term вЂscaffoldingвЂ™ comes from the works of Wood, Bruner and Ross (1976).

If scaffolding is properly administered, it will act as an enabler, not as a disablerвЂќ (Benson, 1997).Many different facilitative tools can be utilized in scaffolding student learning. When the student takes responsibility for or masters the task, the teacher begins the process of вЂњfadingвЂќ, or the gradual removal of the scaffolding, which allows the student to work independently.вЂњScaffolding is actually a bridge used to build upon what students already know to arrive at something they do not know. Student errors are expected, but, with teacher feedback and prompting, the student is able to achieve the task or goal. The teacher only attempts to help the student with tasks that are just beyond his current capability.

Vygotsky suggests that there are two parts of a learnerвЂ™s developmental level: the вЂњactual developmental levelвЂќ and the вЂњpotential developmental levelвЂќ. The teacher must ascertain what the student already knows so that it can be вЂњhookedвЂќ, or connected to the new knowledge and made relevant to the learnerвЂ™s life, thus increasing the motivation to learn.Inherent in scaffolded instruction is Lev VygotskyвЂ™s (1978) idea of the zone of proximal development. Teachers have to have open dialogue with the students to determine what and how they are thinking in order to clear up misconceptions and to individualize instruction.Crucial to successful scaffolding is an understanding of the studentвЂ™s prior knowledge and abilities. Skills, or tasks too far out of reach can lead a student to his frustration level, and tasks that are too simple can cause much the same effect.Each facilitative method used is chosen as an individually tailored instructional tool. Teachers have to be mindful of keeping the learner in pursuit of the task while minimizing the learnerвЂ™s stress level.

вЂњ FadingвЂќ is the process of gradually removing the scaffolding that was put into place for the child until it is completely gone. Important to teaching in the ZPD is the determination of what the student can manage on his own and to allow the student to do as much as possible without any assistance. The ZPD is always changing as the student expands and gains knowledge, so scaffolded instruction must constantly be individualized to address the changing ZPD of each student.It was VygotskyвЂ™s belief that вЂњgood learningвЂќ occurs in the childвЂ™s zone of proximal development. Once the student has expanded his knowledge, the actual developmental level has been expanded and the ZPD has shifted. The вЂ more knowledgeable otherвЂ™, or MKO, shares knowledge with the student to bridge the gap between what is known and what is not known. 86).The zone of proximal development (ZPD) can also be described as the area between what a learner can do by himself and that which can be attained with the help of a вЂmore knowledgeable otherвЂ™ adult or peer.

6).Characteristics and Critical Features of Scaffolded InstructionLange (2002) states that there are two major steps involved in instructional scaffolding: (1) вЂњdevelopment of instructional plans to lead the students from what they already know to a deep understanding of new material,вЂќ and (2) вЂњexecution of the plans, wherein the instructor provides support to the students at every step of the learning process.вЂќIn an appropriate scaffolding process, there will be specific identifiable features that are in place to allow facilitation of assisting the learner in internalizing the knowledge until mastery occurs. (b) allow the learner to do as much as he or she can without helpвЂќ (p. вЂњ(a) help the learner with those aspects of the task that the learner cannot manage yet and Zhao and Orey (1999) summarize, вЂњscaffolding is a metaphor to characterize a special type of instructional process which works in a task-sharing situation between the teacher and the learner.вЂќ The authors further delineate this basic idea into two key aspects (or rules): As the learner moves toward mastery, the assistance or support is gradually decreased in order to shift the responsibility for learning from the MKO to the learner (Larkin, 2002).

The teacher must be considerate of some of the unique, unusual, and often ineffective problem-solving techniques that children use. Achievement of curriculum objectives is planned as the teacher considers the needs of each student. The teacher must do some pre-assessment of the student and the curriculum. However, the learnerвЂ™s interests must be recruited or enlisted through the teacherвЂ™s ability to communicate with the learner and achieve intersubjectivity (sharing intentions, perceptions, feelings and conceptions) (Zhao & Orey, 1999).

Each feature of the lesson is learned as it relates to the whole task. Consequently, the task is learned as a whole instead of a set of individual sub-skills. In this manner, the process of learning itself is esteemed, and the attainment of mastery is seen as being directly correlated with the effort put forth.In the Whole Task Approach, the focus is on the overall goal to be attained throughout the entire process. It will assist the learner in establishing a desire to master the goal where success is contingent upon oneвЂ™s own ability in developing new skills.

Student successes may be experienced more often if the MKO provides assistance in a timely and effective manner so as to enable the learner to proceed with the task. Imagine how difficult it would be to scaffold a child in telling time if they could not identify the numbers 1 through 12.Frequent success is important in scaffolding, especially in helping control frustration levels of the learner. It must be noted that this approach is only effective if the learner does not experience extreme difficulty with any of the component skills needed to complete the whole task.

Scaffolding Design Problems