The distinction between supporting access and changing the destination feels crucial.
A scaffold should make difficult thinking possible, not quietly decide how far the pupil is allowed to go. I’d add that the best support probably contains its own exit: as understanding strengthens, the scaffold should reduce and responsibility should move back to the learner.
Otherwise success can become dependent on the support itself rather than evidence that capability has actually grown.
The distinction between supporting access and changing the destination feels crucial.
A scaffold should make difficult thinking possible, not quietly decide how far the pupil is allowed to go. I’d add that the best support probably contains its own exit: as understanding strengthens, the scaffold should reduce and responsibility should move back to the learner.
Otherwise success can become dependent on the support itself rather than evidence that capability has actually grown.
Exactly this, thanks for your insights