What does "scaffolding" refer to in instructional practices?

Scaffolding in instructional practices is fundamentally about providing temporary support to students as they develop new skills and understanding. This approach allows learners to grasp complex concepts by breaking them down into manageable parts and offering assistance tailored to their current level of understanding. The temporary nature of scaffolding is key; as students gain proficiency, the support is gradually removed, fostering independence and confidence in their abilities. This method is widely used to create an effective learning environment where students can build upon their existing knowledge and gradually tackle more challenging material.

In contrast, assessing learner performance focuses on evaluating what students know and can do, which is not the same as providing supportive structures for learning. Delivering content in a structured manner pertains to the organization of material rather than the support mechanisms in place for student engagement with the content. Measuring motivation deals with understanding students' drives for learning, rather than the supportive framework provided during instruction. Hence, while these concepts are relevant in educational contexts, they do not capture the essence of scaffolding as effectively as the concept of providing temporary support to students does.