把一条学习原理，连到你能改的那一处设计。

Contingent scaffolding with fading

Provide support contingent on current evidence, reduce it as competence grows, and transfer responsibility to the learner.

Recommendation

Useful when an observed bottleneck can be supported without replacing the target cognitive work.

Mechanism

Temporary prompts, models, representations, or task simplifications keep the target operation possible while preserving a path to independent performance.

Applicable contexts and prerequisites

Learner Stages

• early-childhood
• K-12
• adult

Task Types

• novel complex task
• strategy acquisition
• guided practice

Contexts

• one-to-one
• small group
• adaptive software

Lifespan Stages

• cross-lifespan

• A diagnosis of the current bottleneck
• A support hierarchy and an independent target performance

Constraints and risks

• Support must be contingent, faded, and responsibility-transferring
• Check unassisted performance

• Permanent prompting and learned dependence
• Giving answers while preserving only superficial activity

Observable evidence

• Indicator

  Declining assistance with stable or improving performance

  Measure

  Hint level, independent completion, explanation, and transfer task

  Timing

  Across attempts and after support removal

  Caveat

  Success while a scaffold is visible is not evidence of independent learning

Evidence

context-dependent

Systematic review identifies contingency, fading, and transfer of responsibility as defining features; enactment quality varies.

Confidence

moderate

Directness

mixed-direct-and-inferential

Generalizability

Broad across instruction, but the scaffold must fit the domain and current evidence.