This digest discusses using scaffolding instruction to optimize student learning by providing a supportive environment while facilitating student independence. It begins by identifying the following eight essential elements of scaffolding instruction that teachers can use as general guidelines: (1) pre-engagement with the student and the curriculum; (2) establishing a shared goal; (3) actively diagnosing student needs and understandings; (4) providing tailored assistance; (5) maintaining pursuit of the goal; (6) giving feedback; (7) controlling for frustration and risk; and (8) assisting internalization, independence, and generalization to other contexts. Teachers are also urged to begin with what the students can do, help students achieve success quickly, help students to be like everyone else, know when it is time to stop, and help students to be independent when they have command of the activity. A framework for incorporating scaffolding throughout the lesson urges teachers to first model how to perform a new or difficult task, then work with students to perform the task, then have students work with a partner to complete the task, and finally, have individual students demonstrate their task mastery. The digest closes by discussing scaffolding challenges and cautions. (Contains 11 references.) (CR)