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The Layher SpeedyScaf

The simply and unbeatably quick-to-assemble insertion frame scaffolding. The perfect solution
for any faade. With just five basic elements assembly frame, scaffold deck, guardrail,
diagonal brace and base plate this Layher classic guarantees speedy assembly. Numerous
additional components for any demand, such as couplers or brackets, round off the product line.




The Layher Allround Scaffolding
The original. The Layher Allround Scaffolding has become established in the market as a
synonym for modular scaffold. With its unique connection method, the Allround scaffolding
connection has taken the place of conventional scaffolding technology. Whether it is used as
work scaffolding, birdcage scaffolding, protective scaffolding, faade scaffolding or supporting
structure, as interior scaffolding, rolling tower and ceiling scaffold the Layher Allround
Scaffolding offers unsurpassed flexibility.




The Layher Protective Systems
The extensive product range of the Layher protective systems offer the optimal solution for all
kinds of weather, environmental, pedestrian and noise protection. Three different roof systems
the cassette roof, the light cassette roof and the keder roof offer optimal weather protection to
ensure continuous cooperation in spite of roofing works. The innovative Protect system is
available for pedestrian, environmental and noise protection. Due to its dust-proof quality, it is
perfectly suited for asbestos abatement. There is no simpler way to encase a scaffold. The entire
Layher Protect system product range can be combined with both the Allround Scaffolding
system and the SpeedyScaf. More versatility is impossible!




The Layher Event System
Whether as a grandstand, stage, camera towers, exhibition booth or PA wings with the Layher
Event system, based on the Allround Scaffolding, you are always braced for everything.




Layher Ladders and Rolling Towers
Superior quality economical without compromise. That is the main feature of Layher ladders
and rolling towers. The optimal solution for all working heights and any location. The Layher
ladders and rolling towers correspond to the latest safety regulations this means upwards in
safety for you.


Instructional scaffolding is a learning process designed to promote a deeper learning.
Scaffolding is the support given during the learning process which is tailored to the needs of the
student with the intention of helping the student achieve his/her learning goals (Sawyer, 2006).
Instructional scaffolding is the provision of sufficient support to promote learning when concepts
and skills are being first introduced to students. These supports may include the following:
Resources
A compelling task
Templates and guides
Guidance on the development of cognitive and social skills
Use of instructional scaffolding in various contexts:
Modeling a task
Giving advice
Providing coaching
These supports are gradually removed as students develop autonomous learning strategies, thus
promoting their own cognitive, affective and psychomotor learning skills and knowledge.
Teachers help the students master a task or a concept by providing support. The support can take
many forms such as outlines, recommended documents, storyboards, or key questions.
Contents
1 Effective Scaffolding
2 Theory of Scaffolding
3 Levels and types of scaffolding in the educational setting
4 Scaffolding and problem-based learning in the educational setting
5 Promoting Better Learning: Scaffolding
6 See also
7 Notes
8 References
9 External links
Effective Scaffolding
The best and most effective use of instructional scaffolding helps the learner figure out the task
at hand on their own. It is best to think of the use of instructional scaffolding in an effective
learning environment as one would think of the importance of scaffolding in the support of the
construction of a new building. Instructional scaffolding is most effective when it contributes to
the learning environment. In an effective learning environment, scaffolding is gradually added,
then modified, and finally removed according to the needs of the learner. Eventually,
instructional scaffolding will fade away. This learning process should never be in place
permanently. Eventually, the goal should be to no longer need the instructional scaffolding.
Theory of Scaffolding
Scaffolding Theory was first introduced in the late 1950s by Jerome Bruner, a cognitive
psychologist. He used the term to describe young children's oral language acquisition. Helped by
their parents when they first start learning to speak, young children are provided with instinctive
structures to learn a language. Bed-time stories and read alouds are classic examples (Daniels,
1994). Scaffolding comes from Vygotsky's (1978) concept of an expert assisting a novice, or an
apprentice. Wood, Bruner, and Ross's (1976) idea of scaffolding parallels the work of Vygotsky.
They described scaffolding as the support given to a younger learner by an older, more
experienced adult. This concept has been further developed by Jesper Hoffmeyer as 'semiotic
scaffolding'. Though the term was never used by Vygotsky, interactional support and the process
by which adults mediate a childs attempts to take on new learning has come to be termed
scaffolding. Scaffolding represents the helpful interactions between adult and child that enable
the child to do something beyond his or her independent efforts. A scaffold is a temporary
framework that is put up for support and access to meaning and taken away as needed when the
child secures control of success with a task. Cazden (1983) defined a scaffold as a temporary
framework for construction in progress (p. 6). For example, parents seem to know intuitively
how to scaffold their childrens attempts at negotiating meaning through oral language. The
construction of a scaffold occurs at a time where the child may not be able to articulate or
explore learning independently. The scaffolds provided by the tutor do not change the nature or
difficulty level of the task; instead, the scaffolds provided allow the student to successfully
complete the task.
In writing instruction, typically support is presented in verbal form (discourse). The writing tutor
engages the learners attention, calibrates the task, motivates the student, identifies relevant task
features, controls for frustration, and demonstrates as needed (Rodgers, 2004). Through joint
activities, the teacher scaffolds conversation to maximize the development of a childs
intrapsychological functioning. In this process, the adult controls the elements of the task that are
beyond the childs ability all the while increasing the expectations of what the child is able to do.
Speech, a critical tool to scaffold thinking and responding, plays a crucial role in the
development of higher psychological processes (Luria, 1979) because it enables thinking to be
more abstract, flexible, and independent (Bodrova & Leong, 1996). From a Vygotskian
perspective, talk and action work together with the sociocultural fabric of the writing event to
shape a childs construction of awareness and performance (Dorn, 1996). Dialogue may range
from casual talk to deliberate explanations about features of written language. The talk
embedded in the actions of the literacy event shapes the childs learning as the tutor regulates her
language to conform to the childs degrees of understanding. Clay (2005) shows that what may
seem like casual conversational exchanges between tutor and student actually offer many
opportunities for fostering cognitive development, language learning, story composition for
writing, and reading comprehension. Conversations facilitate generative, constructive,
experimental, and developmental speech and writing in the development of new ideas
(Smagorinsky, 2007).
Children use oral language as a vehicle for discovering and negotiating emergent written
language and understandings for getting meaning on paper (Cox, 1994; Dyson, 1983, 1991).
Writing and speech as tools can lead to discovery of new thinking. The teacher offers levels of
verbal and non-verbal demonstrations and directions as the child observes, mimics, or shares the
writing task. With increased understanding and control, the child needs less assistance. The
teachers level and type of support change over time from direction, to suggestion, to
encouragement, to observation. Optimum scaffolds adapt to the childs tempo, moving from
other-regulation to self-regulation. The child eventually provides self-scaffolding through
internal thought (Wertsch, 1985). Within these scaffolding events, teaching and learning - both
inseparable components - emphasize both the childs personal construction of literacy and the
adults contributions to the childs developing understandings of print. The child contributes
what she can and the adult contributes so as to sustain the task (Teale & Sulzby, 1986).
Using a Vygotskian theoretical framework, Wertsch and Stone (1984) examine scaffolded
instruction in a one-to-one remedial clinic setting with a learning-disabled child. The researchers
show how adult language directs the child to strategically monitor actions. Analysis of
communicative patterns shows a transition and progression in the source of strategic
responsibility from teacher or other-regulated to child or self-regulated behaviors. In Vygotskys
words, what the child is able to do in collaboration today he will be able to do independently
tomorrow (Vygotsky, 1987, p. 211).
Some ingredients of scaffolding are predictability, playfulness, focus on meaning, role reversal,
modeling, and nomenclature. Daniels, H. (1994). Literature Circles: Voice and choice in the
student-centered classroom. Markham: Pembroke Publishers Ltd.
Levels and types of scaffolding in the educational setting
According to Saye and Brush, there are two levels of scaffolding: soft and hard (2002). An
example of soft scaffolding in the classroom would be when a teacher circulates the room and
converses with his or her students (Simon and Klein, 2007). The teacher may question their
approach to a difficult problem and provide constructive feedback. According to Van Lier, this
type of scaffolding can also be referred to as contingent scaffolding. The type and amount of
support needed is dependent on the needs of the students during the time of instruction (Van
Lier, 1996). Unfortunately, applying scaffolding correctly and consistently can be difficult when
the classroom is large and students have various needs (Gallagher, 1997). Scaffolding can be
applied to a majority of the students, but the teacher is left with the responsibility to identify
additional scaffolding.
In contrast with contingent or soft scaffolding, embedded or hard scaffolding is planned in
advance to help students with a learning task that is known in advance to be difficult (Saye and
Brush, 2002). For example, when students are discovering the formula for the Pythagorean
Theorem in math class, the teacher may identify hints or cues to help the student reach an even
higher level of thinking. In both situations, the idea of "expert scaffolding" is being implemented
(Holton and Clarke, 2006): the teacher in the classroom is considered the expert and is
responsible for providing scaffolding for the students.
Reciprocal scaffolding, a method first coined by Holton and Thomas, is a method that involves a
group of two or more collaboratively working together. In this situation, the group can learn
from each other's experiences and knowledge. The scaffolding is shared by each member and
changes constantly as the group works on a task (Holton and Clarke, 2006). According to
Vygotsky, students develop higher-level thinking skills when scaffolding occurs with an adult
expert or with a peer of higher capabilities (Stone, 1998). Conversely, Piaget believes that
students discard their ideas when paired with an adult or student of more expertise (Piaget,
1928). Instead, students should be paired with others who have different perspectives. Conflicts
would then take place between students allowing them to think constructively at a higher level.
Technical scaffolding is a newer approach in which computers replace the teachers as the experts
or guides, and students can be guided with web links, online tutorials, or help pages (Yelland and
Masters, 2007). Educational software can help students follow a clear structure and allows
students to plan properly (Lai and Law, 2006).


Scaffolding in the ancient world
The Berlin Foundry Cup depicts scaffolding in ancient Greece (early 5th century BC). The
ancient Egyptians, Nubians and Chinese are also recorded as having used scaffolding-like
structures to build tall buildings.
Scaffolding in the modern day
This European Standard specifies performance requirements and methods of structural and
general design for access and working scaffolds. Requirements given are for scaffold structures
that rely on the adjacent structures for stability. In general these requirements also apply to other
types of working scaffolds.
The purpose of a working scaffold is to provide a safe place of work with safe access suitable for
the work being done. This document sets out performance requirements for working scaffolds.
These are substantially independent of the materials of which the scaffold is made. The standard
is intended to be used as the basis for enquiry and design.
Thus the requirements of BS EN 12811-1. TG20 is largely based on BS 5973 with extracts taken
directly from the old code, it also uses permissible stress design method. However, TG20
received a mixed response from the UK industry and as a result TG20 is being re-written and the
new version is due for release sometime in 2008. This is the reason for the 'limbo' situation. Until
the release of the revised TG20 the HSE continue to allow scaffold to be built in accordance with
BS 5973.
Materials
The basic components of scaffolding are tubes, couplers and boards.


Extensive scaffolding on a building in downtown Cincinnati, Ohio.


Assembly of bamboo scaffolding cantilevered over a Hong Kong street
The basic lightweight tube scaffolding that became the standard and revolutionized scaffolding,
becoming the baseline for decades, was invented and marketed in the mid-1950s. With one basic
24 pound unit a scaffold of various sizes and heights could be assembled easily by a couple of
labourers without the nuts or bolts previously needed.
[2]

Tubes are usually made either of steel or aluminium, although there is composite scaffolding,
which uses filament-wound tubes of glass fibre in a nylon or polyester matrix, because of the
high cost of composite tube, it is usually only used when there is a risk from overhead electric
cables that cannot be isolated. If steel, they are either 'black' or galvanised. The tubes come in a
variety of lengths and a standard diameter of 48.3 mm. (1.5 NPS pipe). The chief difference
between the two types of metal tubes is the lower weight of aluminium tubes (1.7 kg/m as
opposed to 4.4 kg/m) and also their greater flexibility and so their lower resistance to force.
Tubes are generally bought in 6.3 m lengths and can then be cut down to certain typical sizes.
Most large companies will brand their tubes with their name and address in order to deter theft.
Boards provide a working surface for scaffold users. They are seasoned wood and come in three
thicknesses (38 mm (usual), 50 mm and 63 mm) are a standard width (225 mm) and are a
maximum of 3.9 m long. The board ends are protected either by metal plates called hoop irons or
sometimes nail plates, which often have the company name stamped into them. Timber scaffold
boards in the UK should comply with the requirements of BS 2482. As well as timber, steel or
aluminium decking is used, as well as laminate boards. In addition to the boards for the working
platform, there are sole boards which are placed beneath the scaffolding if the surface is soft or
otherwise suspect, although ordinary boards can also be used. Another solution, called a
scaffpad, is made from a rubber base with a base plate moulded inside; these are desirable for use
on uneven ground since they adapt, whereas sole boards may split and have to be replaced.


A short section of steel scaffold tube.
Couplers are the fittings which hold the tubes together. The most common are called scaffold
couplers, and there are three basic types: right-angle couplers, putlog couplers and swivel
couplers. To join tubes end-to-end joint pins (also called spigots) or sleeve couplers are used, or
both may be used together. Only right angle couplers and swivel couplers can be used to fix tube
in a 'load-bearing connection'. Single couplers are not load-bearing couplers and have no design
capacity.
Other common scaffolding components lnclude base plates, ladders, ropes, anchor ties, reveal
ties, gin wheels, sheeting, etc. Most companies will adopt a specific color to paint the scaffolding
with, in order that quick visual identification can be made in case of theft. All components that
are made from metal can be painted but items that are wooden should never be painted as this
could hide defects. Despite the metric measurements given, many scaffolders measure tubes and
boards in imperial units, with tubes from 21 feet down and boards from 13 ft down.
Bamboo scaffolding is widely used in Hong Kong, with nylon straps tied into knots as
couplers.
[3]

Basic scaffolding
The key elements of a scaffold are standards, ledgers and transoms. The standards, also called
uprights, are the vertical tubes that transfer the entire mass of the structure to the ground where
they rest on a square base plate to spread the load. The base plate has a shank in its centre to hold
the tube and is sometimes pinned to a sole board. Ledgers are horizontal tubes which connect
between the standards. Transoms rest upon the ledgers at right angles. Main transoms are placed
next to the standards, they hold the standards in place and provide support for boards;
intermediate transoms are those placed between the main transoms to provide extra support for
boards. In Canada this style is referred to as "English". "American" has the transoms attached to
the standards and is used less but has certain advantages in some situations. Since scaffolding is
a physical structure, it is possible to go in and come out of scaffolding.


Scaffolding in Tretyakovsky Proyezd, Moscow
As well as the tubes at right angles there are cross braces to increase rigidity, these are placed
diagonally from ledger to ledger, next to the standards to which they are fitted. If the braces are
fitted to the ledgers they are called ledger braces. To limit sway a facade brace is fitted to the
face of the scaffold every 30 metres or so at an angle of 35-55 running right from the base to
the top of the scaffold and fixed at every level.
Of the couplers previously mentioned, right-angle couplers join ledgers or transoms to standards,
putlog or single couplers join board bearing transoms to ledgers - Non-board bearing transoms
should be fixed using a right-angle coupler. Swivel couplers are to connect tubes at any other
angle. The actual joints are staggered to avoid occurring at the same level in neighbouring
standards.


Basic scaffold dimensioning terms. No boards, bracing or couplers shown
The spacings of the basic elements in the scaffold are fairly standard. For a general purpose
scaffold the maximum bay length is 2.1 m, for heavier work the bay size is reduced to 2 or even
1.8 m while for inspection a bay width of up to 2.7 m is allowed.
The scaffolding width is determined by the width of the boards, the minimum width
allowed
[where?]
is 600 mm but a more typical four-board scaffold would be 870 mm wide from
standard to standard. More heavy-duty scaffolding can require 5, 6 or even up to 8 boards width.
Often an inside board is added to reduce the gap between the inner standard and the structure.
The lift height, the spacing between ledgers, is 2 m, although the base lift can be up to 2.7 m.
The diagram above also shows a kicker lift, which is just 150 mm or so above the ground.
Transom spacing is determined by the thickness of the boards supported, 38 mm boards require a
transom spacing of no more than 1.2 m while a 50 mm board can stand a transom spacing of 2.6
m and 63 mm boards can have a maximum span of 3.25 m. The minimum overhang for all
boards is 50 mm and the maximum overhang is no more than 4x the thickness of the board.
Foundations
Good foundations are essential. Often scaffold frameworks will require more than simple base
plates to safely carry and spread the load. Scaffolding can be used without base plates on
concrete or similar hard surfaces, although base plates are always recommended. For surfaces
like pavements or tarmac base plates are necessary. For softer or more doubtful surfaces sole
boards must be used, beneath a single standard a sole board should be at least 1,000 cm with no
dimension less than 220 mm, the thickness must be at least 35 mm. For heavier duty scaffold
much more substantial baulks set in concrete can be required. On uneven ground steps must be
cut for the base plates, a minimum step size of around 450 mm is recommended. A working
platform requires certain other elements to be safe. They must be close-boarded, have double
guard rails and toe and stop boards. Safe and secure access must also be provided.

Scaffolding showing required protection of a working platform with maximum dimensions. Butt-board
not visible. No couplers shown
Ties


The Holy Trinity Church in Vladimir, with scaffolding wrapped in safety mesh.
Scaffolds are only rarely independent structures. To provide stability for a scaffolding (at left)
framework ties are generally fixed to the adjacent building/fabric/steelwork.
General practice is to attach a tie every 4m on alternate lifts (traditional scaffolding).
Prefabricated System scaffolds require structural connections at all frames - ie.2-3m centres (tie
patterns must be provided by the System manufacturer/supplier). The ties are coupled to the
scaffold as close to the junction of standard and ledger (node point) as possible. Due to recent
regulation changes, scaffolding ties must support +/- loads (tie/butt loads) and lateral (shear)
loads.
Due to the different nature of structures there is a variety of different ties to take advantage of the
opportunities.
Through ties are put through structure openings such as windows. A vertical inside tube crossing
the opening is attached to the scaffold by a transom and a crossing horizontal tube on the outside
called a bridle tube. The gaps between the tubes and the structure surfaces are packed or wedged
with timber sections to ensure a solid fit.
Box ties are used to attach the scaffold to suitable pillars or comparable features. Two additional
transoms are put across from the lift on each side of the feature and are joined on both sides with
shorter tubes called tie tubes. When a complete box tie is impossible a l-shaped lip tie can be
used to hook the scaffold to the structure, to limit inward movement an additional transom, a butt
transom, is place hard against the outside face of the structure.
Sometimes it is possible to use anchor ties (also called bolt ties), these are ties fitted into holes
drilled in the structure. A common type is a ring bolt with an expanding wedge which is then tied
to a node point.

The least 'invasive' tie is a reveal tie. These use an opening in the structure but use a tube wedged
horizontally in the opening. The reveal tube is usually held in place by a reveal screw pin (an
adjustable threaded bar) and protective packing at either end. A transom tie tube links the reveal
tube to the scaffold. Reveal ties are not well regarded, they rely solely on friction and need
regular checking so it is not recommended that more than half of all ties be reveal ties.
If it is not possible to use a safe number of ties rakers can be used. These are single tubes
attached to a ledger extending out from the scaffold at an angle of less than 75 and securely
founded. A transom at the base then completes a triangle back to the base of the main scaffold.
Specialty scaffolding
Putlog scaffold
In addition to the putlog couplers (discussed above, there are also putlog tubes. These have a
flattened end or have been fitted with a blade. This feature allows the end of the tube to be
inserted into or rest upon the brickwork of the structure.
A putlog scaffold may also be called a bricklayer's scaffold. As such, the scaffold consists only
of a single row of standards with a single ledger. The putlogs are transoms - attached to the
ledger at one end but integrated into the bricks at the other.
Spacing is the same on a putlog scaffold as on a general purpose scaffold, and ties are still
required. In recent years a number of new innovations have meant an increased scope of use for
scaffolding, such as ladderbeams for spanning spaces that cannot accomodate standards and the
increased used of sheeting and structure to create temporary roofs.
Pump-jack
A pump-jack is type of portable scaffolding system. The scaffold rests on supports attached to
two or more vertical posts. The user raises the scaffolding by pumping the foot pedals on the
supports, like an automobile jack. For U.S. requirements and guidelines on pump-jacks
including a diagram see the U.S. Department of Labor website.

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