Scaffolded Learning with Timely Feedback - Pedagogy that Aids Transition for Higher-Ed Students

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About this PATHS attribute

Within the PATHS resources developed for teamwork, self-regulation and self-reflection, we have identified and incorporated opportunities for scaffolded learning with timely feedback.

Where to start? This section offers additional information, resources, and teaching strategies for instructors that will help students understand how their knowledge and skills are progressively developed through scaffolded learning opportunities. Follow from start to finish or pick the scenario that applies to your course.

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What is Scaffolded Learning with Timely Feedback?
Scaffolding your Course Over Time
Explicit Instruction

What is scaffolded learning with timely feedback?

Estimated Time: 4 minutes 30 seconds

Format: Instructor Video

Other available formats: Video Transcript

Scaffolding your course over time

Estimated Reading Time: 1 minute

The diagram below illustrates steps you can take to strategically embed scaffolded learning with timely feedback into your course design and instruction.

Source: Graphic adapted by PATHS, York University with permission from the University of Buffalo. University of Buffalo, “Scaffolding Content”, *Curriculum, Assessment and Teaching Transfo rmation*.

Explicit instruction

Estimated Reading Time: 1 minute

Explicit instruction involves “teaching a specific concept or procedure in a highly structured and carefully sequenced manner.”¹ Research shows that explicit instruction can significantly improve student learning and achievement.

Identify skills or concepts to be learned by students
Connect new content to previous learning, if possible
Give detailed instruction
Model concepts or procedures in a step-by-step manner and demonstrate the concept or procedure

Students work together and with the instructor
Offer specific feedback about correct and incorrect actions

Students work independently or in teams to complete task

The IRIS Center Peabody College Vanderbilt University Nashville, TN. “Explicit, Systemic Instruction”, 2022. Licensed under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Adapted by PATHS with permission from University of Buffalo, “Scaffolding Content”, Curriculum, Assessment and Teaching Transfo rmation.

Direct students towards greater learning independence

Scaffolded learning with timely feedback is an essential component of course design and teaching, effectively helping students meet course learning outcomes and directing students towards self-regulation and learning independence.

Instructional Planning and Practices
Activities
Assessments

Explore strategies

Estimated Reading Time: 1.5 minutes

Strategy	Description and Examples
Chunking	“Chunk” complex skills or assignments into “digestible bites” (e.g. break up content, mini-lessons with check points).
Sequencing	Create a series of assignments that build on each other over time to scaffold learning by breaking assignments or units into manageable tasks that add up to a whole.
Modelling	Model strategies, approaches and skills (e.g. share your approach and thinking process aloud). Share examples and exemplars (e.g. use real world examples, analogies).
Universal Design	Ensure scaffolds are accessible and inclusive. Include multi-modal instruction (audio, visual, multi-media). Incorporate technology support.
Monitor learning	Regularly give feedback and guidance (e.g. rubrics, guidelines, model skills). Provide answer keys or self-checking opportunities.

University of Buffalo, “Scaffolding Content”, Curriculum, Assessment and Teaching Transfo rmation.

The IRIS Center Peabody College Vanderbilt University Nashville, TN. “Providing instructional supports”, 2022. Licensed under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Explore strategies

Estimated Reading Time: 1 minute

Strategy	Description and Examples	PATHS Tools
Teamwork & Peer Learning	Pair or group students for peer collaboration and create opportunities for group learning or study sessions (e.g. two-stage exams, case studies, mind-mapping).	Teamwork Pathway
Prompts, cues and guiding questions	Provide support through prompts, cues and guiding questions in assignments, during class and active learning.	PATHS Worksheets and Promp t s
Outlines, guided notes or graphic organizers	Provide supports that will help students complete activities and assignments in a systemic way.	Prepare Students for Teamwork Working through the Cycle of Self-Regulated Learning
Self-Reflection	Cultivate reflection and metacognition to help students monitor learning, identify gaps, gather insights and build on their knowledge.	Self-Reflection Pathway Thinking Metacognitively PATHS Worksheets and Prompts

University of Buffalo, “Scaffolding Content”, Curriculum, Assessment and Teaching Transfo rmation.

Explore strategies

Estimated Reading Time: 1 minute

Strategy	Description and Examples	PATHS Tools
Sequencing	Create a series of assignments that build on each other over time, each adding to skills and knowledge gained in the ones before.
Reviewing	Before midterms and exams review course content and practice questions.	PATHS Worksheets and Prompts Self-Regulation Pathway
Monitor learning	Use formative and low-stakes, ungraded assessments to gauge student learning, provide feedback and opportunity for correction (e.g. 1-minute paper, quizzes, polls, virtual escape rooms). Adjust instruction based on assessment results.	PATHS Worksheets and Prompts Self-Regulation Pathway

University of Buffalo, “Scaffolding Content”, Curriculum, Assessment and Teaching Transfo rmation.

There are various strategies to scaffold student learning

Whether you are teaching physics or a health policy course, you can effectively incorporate scaffolding techniques to enhance student learning. Explore and learn more about scaffolding strategies below.

Good Practice Self-Assessment

Good Practice Self-Assessment for Instructors

Estimated Reading Time: 1 minute

Creating conditions for scaffolding learning

Pre-assessing student knowledge  
Chunking and sequencing learning content 
Sharing lesson goals or student learning outcomes
Modelling skills and strategies 
Providing prompts, cues and guiding questions 
Using rubrics, templates and examples to guide students 
Providing additional support, resources and references 
Adjusting instructional strategy based on assessment results

Promoting student self-regulation

Identifying scaffolded learning opportunities in the course 
Creating opportunities for students to assess their own learning, including engaging in metacognitive thinking 
Guiding students to take ownership of their learning 
Building components into the assessment criteria that emphasize gaining new skills over producing perfect products

Providing timely formative feedback

Regularly giving feedback and guidance 
Offering specific feedback about correct and incorrect actions 
Using ungraded, low stakes and formative assessments to gage student learning

Providing multiple ways to engage and demonstrate learning

Including multi-modal instruction (audio, visual, multi-media)
Ensuring scaffolds are accessible and inclusive
Incorporating technology supports where appropriate

University of Buffalo, “Scaffolding Content”, Curriculum, Assessment and Teaching Transfo rmation.

Sankey, M., Birch, D. & Gardiner, M. “Engaging students through multimodal learning environments: The journey continue”. Proceedings Ascilite, Sydney. (2010). Full Paper.

Use good practices to develop your teaching plan

Use the list of good practices below as a guide and assessment tool to help you develop a scaffolding plan.