1. Scaffolding Instruction
Using the Workshop Model
In Project Based Learning
Sara Hallermann
sara.hallermann@pblschools.com

2. What is a “scaffold”?
Think about how this term is used in the
building industry...
– A “scaffold” is a temporary platform.
– “Scaffolding” means to “to provide support”.
-- Scaffolds get
people to a
higher level that
they cannot reach
without support.

3. What are “scaffolds”?
• In education, “ scaffolds” are support
structures that teachers design to get students
to the next stage or level.

4. Scaffolds in PBL
• The goal of the PBL teacher is for the
students to become independent learners and
problem solvers.
• Scaffolds help students gain independence.

5. McKenzie's 6 Traits
#1 - Provides clear direction and reduces
students’ confusion –
– Educators anticipate problems that students
might encounter and clearly explain what a
student must do to meet expectations.
Effective Scaffolding...

6. McKenzie's 6 Traits
How does this apply to the PBL teacher?
– I develop clear written guidelines for my
projects.
– I review project guidelines with my students.
– I check to make sure that every student
understands the project guidelines.

7. Think. Pair. Share.
When do you plan to share your project
guidelines with your students?
How do you plan to share your project
guidelines with your students?
How will you check to make sure that all
students understand the project guidelines?

8. McKenzie's 6 Traits
# 2 - Clarifies purpose –
– Scaffolding helps students understand why they
are doing the work and why it is important.
Effective Scaffolding...

9. McKenzie's 6 Traits
How does this apply to the PBL teacher?
– I develop compelling driving questions for my
projects.
– I create engaging entry events for my projects.
– I use strategies to create the “need to know”
when launching my projects.
– I continue to use strategies to create the “need to
know” when guiding my students through the
process of inquiry.

10. Think. Pair. Share.
How will you create the “need to know” when
launching your project?
What strategies will you use to maintain the
momentum throughout the project?

11. McKenzie's 6 Traits
# 3 - Keeps students on task –
– Provides pathways for learners.
– Allows students to make decisions about which
path to choose or what things to explore along
the path.
– Includes structures that prevent students from
wandering off of the path.
Effective Scaffolding...

12. McKenzie's 6 Traits
How does this apply to the PBL teacher?
– My projects are open-ended and allow a high
degree of student choice.
– I use project management strategies to maintain
a high level of engagement.
– I use formative assessment on a daily basis.
– I respond when students lose focus or do not
understand.

13. Think. Pair. Share.
What strategies will you use to keep students
from “wandering off the path”?

14. McKenzie's 6 Traits
# 4 - Clarifies expectations and incorporates
assessment and feedback –
– Expectations are clear from the beginning
through:
• Examples of exemplary work
• Rubrics
• Standards of excellence
Effective Scaffolding...

15. McKenzie's 6 Traits
How does this apply to the PBL teacher?
– I develop rubrics that clearly state the
continuum of performance.
– I review rubrics with students when launching
projects.
– I use rubrics as a teaching tool. Students use the
rubrics to self-assess and revise.
– I review exemplary work with students.
– I develop student-friendly learning targets.

16. McKenzie's 6 Traits
# 5 - Points students to worthy resources –
– Educators provide resources to reduce confusion,
frustration, and time.
– Students may then decide which of these resources
to use.
Effective Scaffolding...

17. McKenzie's 6 Traits
How does this apply to the PBL teacher?
– I provide resources for students when
facilitating the process of inquiry.
– I assist students in checking the validity of new
resources.
– I assist students in finding resources that are a
“good fit” based upon their reading skills.

18. McKenzie's 6 Traits
# 6 - Reduces uncertainty, surprise, and
disappointment –
– Educators test their lessons to determine possible
problem areas and then refine the lesson to
eliminate difficulties so that learning is
maximized
Effective Scaffolding...

19. McKenzie's 6 Traits
How does this apply to the PBL teacher?
– I seek feedback from others about my project
plans. (Informal reviews; Critical Friends)
– I use feedback to revise my project plans.

20. The Workshop Model
A Lesson Planning Framework
for Scaffolding Instruction in PBL

21. Why use the workshop model?
• The workshop model is based on the
learning theory that knowledge emerges in a
community of activity, discourse, and
discussion.

22. Why use the workshop model?
• Instead of using teacher-centered methods to
prepare students for inquiry, the workshop
model creates an environment for:
– Investigating
– Inquiring
– Discussing/collaborating
– Constructing

23. The PBL Workshop Model
3 Parts:
– Mini-Lesson
– Practice/Application
– Assessment for Learning

24. The PBL Workshop Model
• Part 1: The Mini-Lesson
– Review the learning targets.
– Use a “hook” to build curiosity.
– Explain what students will do during the
practice/application phase.
– Model using a “think aloud” or active learning
strategy.
• Examples: simulation, fishbowl, role-play

25. The PBL Workshop Model
• Part 2: Practice/Application
– Students practice or apply what was learned
during the mini-lesson.
– Students work as individuals, in a pair, or in
small groups.
– Teacher moves around observing, asking
clarifying questions, progress-monitoring.
– Teacher meets with individuals or small groups
in need of differentiated instruction.

26. The PBL Workshop Model
• Part 3: Assessment for Learning
– Debrief
– Check for understanding
– Collect information to use in planning
instruction

27. Silent Reading
My Working Science Classroom

28. Think. Pair. Share.
Think about the classroom featured in “My
Working Science Classroom”...
Why is the workshop model an effective model
for scaffolding instruction in PBL classrooms?

29. Journey into a Middle School
Classroom
• Jenn's middle school Humanities class.
• Big guiding question for unit – How can I
access power in our democracy?
• Workshop series focus - 4th
Amendment study
– Who has the power in our society?
– New Jersey vs. TLO backpack search case
– Going beyond knowing the Supreme Court decision.
She wants them to wrestle with the facts, just as the
justices did in 1985.
– Breaking down a complex text.

30. Journey into a Middle School Classroom
• Mini-lesson (Catch) : Model making
meaning from the text
• Work time (Release): Read
• Debrief (Catch): Write
• Work time (Release): Groups discuss
• Debrief (Catch): Anchor chart
• Work time (Release): Group synthesis
writing
• Debrief: (Write)

31. Journey into a Middle School
Classroom
• Mini-lesson (Catch) : Model making meaning
from the text
– Role-play - Backpack search
– Introduction to Supreme Court backpack search case
– Think aloud - 4th
Amendment
– Teacher records background knowledge,
connections, and questions on an anchor chart
– Building the need to know, translating into a need to
read
• Assignment – Read court case and be prepared to discuss
whether the search was legal

32. Journey into a Middle School
Classroom
• Work time (Release): Read
– Students read court case for 20 minutes
– Jenn circulates the room and confers with 6
students about the case and decision
– Jenn offers immediate instruction to clear up any
misconceptions and answer questions
– Note – Jenn is working to build her students'
“reading stamina” and set “reading stamina” goals
with the students at the beginning of the year.

33. Journey into a Middle School
Classroom
• Debrief (Catch): Write
– Quick-write: Based on your current
understanding of the 4th
Amendment, was the
search legal?
– Discussions at small group

34. Journey into a Middle School
Classroom
• Work time (Release): Groups discuss
– Jenn assigns each group to 1 of the 3 opinions
published by the Supreme Court:
• 2 Groups – Majority opinion
• 2 Groups – Concurring opinion
• 2 Groups – Dissenting opinion
– Jenn confers with groups

35. Journey into a Middle School
Classroom
• Debrief (Catch): Anchor chart
– Whole group discussion: Was the search legal
– Record thinking on anchor chart
– Two headings on anchor chart:
• Warrant Clause
• Reasonable Clause
– Directions for tomorrow: Each group will teach the
class about the Supreme Court decision.

36. Journey into a Middle School
Classroom
• Work time (Release): Group synthesis
writing
– See examples of student work on pages 187 and
188 in That Workshop Book
– Students create overheads for presentations
scheduled on the following day

37. Journey into a Middle School
Classroom
• Debrief: (Write)
– Exit ticket out:
• Journal Entry - Take 3 minutes to write what you
think now. Was the search legal?
• Each group submits their overhead.

38. Journey into a Middle School
Classroom
• Did the students get it? How do we know?
– Ongoing checking for understanding throughout
workshop phases
– Formative assessment
• 1-page essay on 4th
Amendment in schools
• Why are schools governed by reasonable suspicion
and not probably cause? Is this right? Why or why
not?

39. Small Group Discussion
Review Scaffolding Instruction in Project
Based Learning - Learning Targets for
Teachers.
–How does Jen create the “need to know”
when guiding her students through the
process of inquiry?
–How does Jen respond when students lose
focus or do not understand?

40. Development of Sample
Workshop
Team Practice – Begin to
develop a sample
workshop for your project

41. Recommended Reading:
That Workshop Book
by Samantha Bennett

42. Closure