Consious teaching = effective scaffolding within zpd?

What stands out most to me after reading Wood et al (1976)’s article is the emphasis on controlling in scaffolding. It's the expert that decide what “treatment” they decide to use to improve the performance. They talk about scaffolding from teaching’s perspective which cares about the procedures and methods an expert follows when communicate with a child. Another point that I found interesting is the “recognizable-for-him-solution”. I think the concept is essential in understanding the relationship between scaffolding and zpd. When a teacher start to consider how much a child can understand and what solution is useful to him to proceed to next step, effective scaffolding can happen. I found this concept is closely related to the conscious teaching that was mentioned in Vygotsky’s article. I didn’t get a clear understanding of what conscious teaching is, but now I think a conscious teaching is a balanced attention to a child’s zpd and the way of scaffolding. Scaffolding, if from Vygotsky’s perspective, may involves more of the cooperations and social dialogues in understanding how far the non-spontaneous concept is from students’ spontaneous knowledge, rather than “controlling” on what prompts an expert can give.

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