Pacing a project with multiple steps helps students stay on track. Using a StoryMaps project as an example, demonstrated structure helps students complete the tasks in steps during the semester.
This is an example of a StoryMaps project scaffolded in Canvas Modules.
The StoryMap guide helps students learn how to use StoryMaps. Then Students make a proposal and peers review the proposal before starting the project. Finally, they reflect on the project conclusion.
Supply Clear Learning Objectives
This instructor lays out the goals of a course or module clearly, often breaking down complex learning outcomes into smaller, manageable components that build upon each other. Scaffolding the entire learning experience by using good course design in Canvas helps students move through the content in a linear fashion.
Include StoryMaps Resources
StoryMaps provides excellent support online for learning how to use the technology. StoryMaps tutorials can serve as scaffolding tools, providing interactive simulations, and examples that students can use at their own pace.
Reduce Hidden Curriculum
Make sure students do not have to search for reading materials in Canvas by linking to the PDFS in Modules, and naming the files accordingly. If you are asking students to read material before class activities, clearly define that in the course structure: “Before Class” and “After Class”. Be sure to provide examples and link to support materials and tutorials.
Be clear in the expectations of where students are to find resources, and how to reference them.
Support Incremental Learning
Course scaffolding and assignments are introduced gradually to avoid overwhelming students. Complexity is increased slowly as students master earlier material. This allows them to integrate new information with what they've already learned, and to collaborate with each other. Rolling due dates keep students on track.
Modeling of Skills and Processes
In this project, the instructor provides examples of projects in StoryMaps so students can see what is expected of them. Instructors demonstrate processes, thoughts, and problem-solving strategies to help them understand both the final goal and the steps necessary to complete the project in the time allotted.
Peer Learning and Support
Integrating opportunities for peer instruction, where students can explain material to each other or work collaboratively, can extend the scaffolding provided by the instructor.
Students can use the following rubric questions to provide peer feedback to each other.
Examples of Peer Review Rubric Questions:
- What are the larger regional/national issues that frame this project and how effectively does this description explain those issues and provide the necessary context?
- Is there a discussion of key backgrounds about the place and the people? What would you want to know that isn’t here?
- What is the argument/thesis? How well does it relate to the larger issues and other parts of the project?
- How do these main points/sections relate to the argument?
- What sources (photos, audio clips, etc.) are included and how well do they relate to the thesis? Are there suggestions for other sources or how to present them?
Reflection
Allowing students time to reflect on what they've learned, articulate challenges and successes, and connect learning to real-world contexts helps solidify learning and encourages metacognition.
Practice reflection by asking:
- How did students respond to the project?
- Where were the most difficult parts of the assignment for you and the students?
- Could the learning goals be made more specific?
If you would like to learn more about scaffolding individual assignments or your entire course, contact us at LSATechnologyServices@umich.edu
References:
Riddett, C. (2015, April 2). The teaching learning cycle. Retrieved from https://www.linkedin.com/pulse/teaching-learning-cycle-christopher-riddett
