ნახუცრიშვილი, ნინონინონახუცრიშვილიNakhutsrishvili, NinoNinoNakhutsrishvili2025-02-252025-02-252015https://openscience.ge/handle/1/7941In studying different issues of school education, very often, those problems are revealed which accompany the introduction and implementation of student-oriented teaching. The premise for conducting teaching fit to students’ needs is to make clear students’ contingencies, potential relevantly and to take systematic care of moving it from the existing (actual) level of development to the potential (nearest) one successfully. With that purpose “scaffolding” is absolutely essential. The paper deals with the essence of scaffolding and its usage peculiarities in the process of mastering instructional skills and knowledge. The topicality of the problem concerns with the perspectives of scaffolding usage in differentiated teaching. Sometimes in methodical publications scaffolding is connected with teacher’s support and help in relation with students and that is irregular. “Scaffolding Method” aims to promote students’ development that can be realized with the teacher’s help and relationships with other students as well. From that point differentiated teaching has great importance. Scaffolding can be considered as inter-training in differentiated teaching, when the “scaffold” role is directed with different student activities: finding ways for solving the problem, expressing presumptions, discussing, asking questions, making examples and so on. Activities revealed via the interrelations with other students and inter-training represent one of the important and valuable side for scaffolding elicitation, because in the process of having discussions with other students and sharing ideas student gains new skills and overcomes the problems. While discussing or solving specific problem or task it’s necessary to give student a feedback after expressing ideas. Not all students need scaffolding, though encouragement and stimulation are the part of the strategy which positively influence on the activities of each student. It’s also very important to raise the skill of self-estimation in students that is conditioned by making joint decisions together with other students. Teacher plays the roles of “supporter” and mentor in that process. It’s quite clear that such kind of activities isn’t easy to be planned or managed; they are depended on various factors. The paper considers the problems of scaffolding in differentiated teaching and offers the ways and perspectives for solving them.kaმოსწავლეზე ორიენტირებული სწავლებამოსწავლის აქტუალური და უახლოესი განვითარების ზონებისკაფოლდინგიდიფერენცირებული სწავლებამონაწილეობა სასწავლო პროცესშიStudent-oriented teachingStudent’s actual and nearest development areasScaffoldingDifferentiated teachingParticipation in teaching processtext::conference output::conference proceedings