a method of pedagogical assistance, in which a teacher or mentor accompanies the student in solving problems that he cannot yet cope with on his own. The term was introduced into pedagogy in 1976 by American psychologists Jerome Bruner, David Wood and Gail Ross in their work “The Role of Tutoring in Problem Solving”. The essence of the method is as follows: the task is so difficult that the student will definitely not cope alone, but with support it is within his power. In this case, the teacher controls those elements of the task that are initially beyond the student’s capabilities, so that the student can concentrate only on the parts that are feasible for him. The key thing is not to do it for the student, but to support him just enough to form independence step by step. Over time, external assistance decreases – it is called internalization, when what was previously done with support becomes part of the student’s independent activity.