The document provides guidance for scaffolding student learning throughout a project-based learning project. It recommends allowing student voice and choice to increase as they progress through grade levels. All teaching should be directly relevant to and drive progress toward the final product or outcomes. A variety of teaching strategies can be used as needed, including whole-class instruction, guided research, group activities, and more. The key is to predict student information needs based on working backwards from the final product and make resources available when those needs arise.

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

6. THE IDEAL....

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”