Want to keep learning?

This content is taken from the National STEM Learning Centre's online course, Differentiation for Learning. Join the course to learn more.

Skip to 0 minutes and 5 seconds When we think about scaffolding, it’s a way of supporting our students to be able to structure their thinking so that they are able to make meaning from the work they are engaging in. This will be more beneficial to students than just absorbing the content of the lesson. Using these scaffolds can help students make connections so that they can build their understanding and then demonstrate their learning. In this sense, we can think of our scaffolds as being floors that support and help students build their thinking, and not ceilings that can cap or limit their potential. Over time, we can help the students remove the scaffolds completely, so they are able to make meaning of ideas without them.

Skip to 0 minutes and 50 seconds There are a number of different ways we can use scaffolds to help support this meaning-making process. We’ll see our teachers using a number of these.

Scaffolding the learning: floors not ceilings

Welcome to Week 4, which is on planning to use scaffolding to support students to organise their understanding so that they are all able to move forward in their learning.

In this video, Chris highlights an underlying principle around the effective use of scaffolds: that they are employed to support students in structuring their thinking to make meaning, build understanding and demonstrate learning and not to cap or limit their potential.

During the video you will have seen a number of thinking organisers referenced. In the next step you will consider these and other thinking organisers in more detail and discuss how you could use them to support your students.

Later in the week you will see our teachers employing a range of thinking organisers.

Share this video:

This video is from the free online course:

Differentiation for Learning

National STEM Learning Centre