How do you design effective scaffolding for project-based learning?

1 Principle 1: Align scaffolding with learning objectives and outcomes

The first step in designing scaffolding is to identify the learning objectives and outcomes of your PBL project. What do you want your students to know, understand, and do by the end of the project? How will you assess their learning and performance? Based on these questions, you can decide what types of scaffolding are appropriate and necessary for your students. For example, if your project involves research skills, you may provide scaffolding such as graphic organizers, checklists, or rubrics to help students plan, organize, and evaluate their sources. If your project involves presentation skills, you may provide scaffolding such as models, feedback, or coaching to help students prepare, practice, and deliver their work.

2 Principle 2: Gradually fade scaffolding as students progress

The second step in designing scaffolding is to consider the level and timing of the support that you provide to your students. Scaffolding should be responsive to students' changing needs and abilities throughout the project. The goal is to gradually fade or remove the scaffolding as students become more confident, competent, and independent. For example, if you provide a template or a guide for students to write their project proposal, you may gradually reduce the amount of prompts or suggestions as students develop their own ideas and arguments. If you provide a peer review or a self-assessment tool for students to improve their project quality, you may gradually increase the level of criteria or expectations as students refine their work.

3 Principle 3: Encourage cooperative learning and scaffolding

The third step in designing scaffolding is to foster a culture of cooperative learning and scaffolding among your students. Scaffolding is not only something that teachers do for students, but also something that students can do for themselves and each other. By creating opportunities for students to work together, share ideas, give feedback, and solve problems, you can enhance their learning and motivation in PBL. For example, you can use strategies such as jigsaw, think-pair-share, or reciprocal teaching to facilitate peer-to-peer scaffolding. You can also teach students how to use metacognitive strategies such as goal-setting, self-monitoring, or reflection to scaffold their own learning.

4 Principle 4: Monitor and adjust scaffolding based on data

The fourth step in designing scaffolding is to monitor and adjust the support that you provide to your students based on data. Data can come from various sources, such as observations, conversations, surveys, quizzes, or portfolios. By collecting and analyzing data, you can evaluate the effectiveness of your scaffolding and make informed decisions about how to modify or adapt it to meet your students' needs and goals. For example, you can use data to identify which students need more or less scaffolding, which scaffolding strategies work well or not, and which aspects of the project need more or less emphasis or clarification.

5 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?