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SCAFFOLDING ACTIVITIES
    throughout the PBL Project


                or...
I’VE RELEASED THE PROJECT

      Now What?
SCAFFOLDING
What your lessons will look like....
An example from Year 9 Cath Tech
An example from Year 10 Cath Tech
THE IDEAL....
Students should have voice and choice over what they
want/need to do

Amount of voice/choice would increase as we work
through the year groups.

Different classes (and groups) may have different
needs to know, or different times that they need to
know this

Students should see clear links between the task that
they are doing and the end product. (ie, the task
needs to contribute to the end product)
All teaching should be driven from student need to
knows

Your entry document should drive the needs to know

Predict what the students need to knows will be by
working backwards from the end product (outcomes)
to the entry doc.

Have all the stuff planned and invisible so that when it
comes up as a need to know you can just make it
visible
SO...UM HOW DO I TEACH?
HOWEVER YOU THINK BEST
 SUITS STUDENTS NEEDS
Whole class
teaching        Guided
                research     Literacy
Small
workshop        Direct       activities
                teaching     Anything you
“Webquest”
                Group        can think of...
Journals
                activities
Writing tasks
REMEMBER...



Different times within your project will require
different strategies

All teaching should be relevant to the end product

Don’t let kids “just go”

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Scaffolding activities

  • 1. SCAFFOLDING ACTIVITIES throughout the PBL Project or...
  • 2. I’VE RELEASED THE PROJECT Now What?
  • 3. SCAFFOLDING What your lessons will look like....
  • 4. An example from Year 9 Cath Tech
  • 5. An example from Year 10 Cath Tech
  • 7. Students should have voice and choice over what they want/need to do Amount of voice/choice would increase as we work through the year groups. Different classes (and groups) may have different needs to know, or different times that they need to know this Students should see clear links between the task that they are doing and the end product. (ie, the task needs to contribute to the end product)
  • 8. All teaching should be driven from student need to knows Your entry document should drive the needs to know Predict what the students need to knows will be by working backwards from the end product (outcomes) to the entry doc. Have all the stuff planned and invisible so that when it comes up as a need to know you can just make it visible
  • 9. SO...UM HOW DO I TEACH?
  • 10. HOWEVER YOU THINK BEST SUITS STUDENTS NEEDS Whole class teaching Guided research Literacy Small workshop Direct activities teaching Anything you “Webquest” Group can think of... Journals activities Writing tasks
  • 11. REMEMBER... Different times within your project will require different strategies All teaching should be relevant to the end product Don’t let kids “just go”

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