Scaffolding is temporary.
Students acquiring knowledge should learn to become as self-regulated and independent as possible. To accomplish this, teachers should gradually remove the scaffolding. On new or difficult tasks, scaffolding may be substantial at first and then be systematically removed as learners acquire knowledge and skills. Scaffolding is not a static, predetermined instructional condition. The degree of scaffolding changes with the abilities of the learner, the goals of instruction, and the complexities of the task.