Select an appropriate task related to the targeted concept. When introducing a new concept, begin with an easier task in order to motivate the child and increase self-awareness of personal strengths.
Break the task into smaller components so that the task falls within the "zone of proximal development." For example, when teaching families of words, break the task into three general components. First, ask the child to verbalize the similarity between a word pair (e.g., dog and log). Then present words one at a time, as the child determines whether the word belongs to the word family he is learning. Last, the child generates additional words that would belong to the target word family.
Monitor the child's performance and appropriately adjust the scaffolding to meet the child's current level of understanding. If the child experiences difficulty, provide increased support. If the child demonstrates understanding, gradually decrease or remove support.
When selecting appropriate scaffolds, adults need to consider the child's general cognitive skills and the task's level of difficulty. Demonstrations or modeling are more appropriate for younger children and/or introducing new concepts, while open-ended questions are helpful when teaching older, more advanced learners.
Assess the child's understanding of the concept. When the child has successfully completed the first task, present additional tasks relevant to the target concept. Continue to reassess and present new tasks until the child is able to independently complete tasks. Children should demonstrate understanding of a concept across diverse contexts or tasks.