The technique of scaffolding is a commonly used teaching strategy that is intended to help bring students into the zone of proximal development (ZPD) in order to achieve effective learning. Much research has been performed into the efficacy of scaffolding, however the vast majority of literature focuses primarily on the benefits of the strategy. This paper seeks to introduce the theoretical background of scaffolding and, through the use of case studies encountered through a literature review, perform a critical analysis of the effects of employing an overly-high level of scaffolding.
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