Scaffolding is a systematic process that supports teaching and learning. This approach can be particularly effective in higher education, where students are often expected to learn complex concepts and skills relatively quickly. Through my research, I define scaffolding as a systematic process that provides temporary and adjustable strategies integrated into the learning progression to support students' knowledge, skills, and abilities that align with the course learning outcomes. 

It involves breaking up the learning task into smaller, more manageable chunks through low-stakes tasks, experimentation, approximating, and reflection. As students’ progress, they perform the task independently as the instructor fades the scaffolds away. Scaffolding should be temporary and flexible to meet the student's needs. It is not a one-size fits all.

This teaching technique involves supporting learners as they engage in complex or unfamiliar tasks. The idea is to provide just enough assistance to help learners succeed while gradually reducing the level of support as they become more confident and competent.

Step 1: Create a mental model of what mastery looks, feels, and sounds like -

• Identify mastery from the course learning outcomes.

Step 2: Goal setting, as best as you can, co-create goals with students based on the mental model -

• Share the mental model with students and pose questions to help them identify ways they can work towards mastery.

• During this time, administering a pre-test and having students analyze the results would be a great way to implement front-end scaffolds.

Step 3: Instructors implement learning tasks and practice to support the learning process – HEART of scaffolding -

• Create lesson plans that will support students in achieving mastery of the content.

• Intentionally design various scaffolds and utilize Universal Design for Learning (UDL) guidelines to meet the diverse needs of learners.

Step 4: Instructors decrease and adapt scaffolds as students get closer to mastery, ultimately fading scaffolds away. 

• Throughout the course, be aware of the different learner achievements, fade the whole group scaffolds away, and move to more individualized scaffolds as needed.

Scaffolding is integrated through intentional learning tasks and practice through various methods, such as:

• Front-end Scaffolds

  • Before instruction

  • These typically are whole group scaffolds.

• Back-end

  • After the lesson, implemented to deepen knowledge.

  • Teaching study skills, providing feedback, using exit tickets for formative assessments.

  • Remember, learning is a process. Identifying strategies that support various learners is a critical aspect of scaffolding.

• Distributed Scaffolding to Support Deliberate Practice

  • Just-in-case scaffolds/just-in-time scaffolds – techniques that instructors have in their "teacher toolbox" when needed or in response to pre-assessments and formative assessments

  • When lesson planning, prepare these scaffolds so you can implement them as needed

  • Hint: I use formative assessments to help me identify these types of scaffolds

• Peer Scaffolding, "To Teach is to Learn Twice." ~ Joseph Joubert

  • Peer tutoring and collaborative work groups are powerful tools to support diverse learners

  • Scaffolding supports active learning and enhances peer engagement

  • It isn't necessary to be the "Sage on the Stage" – instead, be a facilitator or learning coach to support your student's success