, IPS1501 ASSIGNMENT 02
DUE DATE: 23 JUNE 2026
1.1 Scaffolding (Vygotsky)
1.1.1 Scaffolding and ZPD
Scaffolding refers to the temporary support provided by a more knowledgeable other (such
as a teacher or peer) to help a learner complete a task they cannot yet do independently.
This support is gradually reduced as the learner becomes more competent and independent
(Vygotsky, 1978).
The Zone of Proximal Development (ZPD) is the gap between what a learner can do
independently and what they can achieve with guidance or support from others. Learning is
most effective when instruction is targeted within this zone, where tasks are slightly above
the learner’s current ability but achievable with assistance (Vygotsky, 1978).
1.1.2 Scaffolding strategies for Thabo
One way the teacher can scaffold Thabo’s learning is by providing step-by-step guidance
when he completes tasks, such as breaking assignments into smaller, manageable parts and
modelling each step before asking him to try independently. This helps reduce his
dependence while gradually building confidence.
Another strategy is pairing Thabo with a supportive peer in group work (peer tutoring).
Since he struggles socially and academically, a more capable classmate can guide him
during activities, helping him participate more actively while learning skills within his ZPD
(Vygotsky, 1978).
DUE DATE: 23 JUNE 2026
1.1 Scaffolding (Vygotsky)
1.1.1 Scaffolding and ZPD
Scaffolding refers to the temporary support provided by a more knowledgeable other (such
as a teacher or peer) to help a learner complete a task they cannot yet do independently.
This support is gradually reduced as the learner becomes more competent and independent
(Vygotsky, 1978).
The Zone of Proximal Development (ZPD) is the gap between what a learner can do
independently and what they can achieve with guidance or support from others. Learning is
most effective when instruction is targeted within this zone, where tasks are slightly above
the learner’s current ability but achievable with assistance (Vygotsky, 1978).
1.1.2 Scaffolding strategies for Thabo
One way the teacher can scaffold Thabo’s learning is by providing step-by-step guidance
when he completes tasks, such as breaking assignments into smaller, manageable parts and
modelling each step before asking him to try independently. This helps reduce his
dependence while gradually building confidence.
Another strategy is pairing Thabo with a supportive peer in group work (peer tutoring).
Since he struggles socially and academically, a more capable classmate can guide him
during activities, helping him participate more actively while learning skills within his ZPD
(Vygotsky, 1978).
