Educators must determine the level and degree of scaffolding necessary. The degree of scaffolding changes with the abilities of the learner, the goals of instruction, and the complexities of the task. Scaffolding is not a static, predetermined instructional condition. For example, scaffolding can be accomplished through multiple formats, including the careful selection of examples that progress from less difficult to more difficult, the purposeful separation of highly similar and potentially confusing facts and concepts (e.g., mitosis and meiosis /p/ and /b/ in early letter-sound correspondence learning), the strategic sequencing of tasks that require learners to recognize and then produce a response, or the additional information that selected examples provide, such as highlighting the digits used in a division problem. On new or difficult tasks, scaffolding may be substantial at first and then be systematically removed as learners acquire knowledge and skills. To accomplish this, teachers should gradually remove the scaffolding. Students acquiring knowledge should learn to become as self-regulated and independent as possible.

The role of the scaffolding, however, is to eliminate the problems that could block students from getting it: not understanding or remembering the sound meaning correspondence in learning to read, for example, or developing a dislike for the activity and giving up. Mediated Scaffolding In cognitive scaffolding, the goal is for students to 'get it,' or understand the first step in the learning process.

Scaffold meaning when teaching