Scaffolding Questions to Guide StudentCentered Learning
KEY CONCEPT VOCABULARY
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Student-Centered Learning:
Notes:
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Scaffolding:
Notes:
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Bloom’s Taxonomy:
Notes:
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KEY CONCEPTS
1. Begin at students’ level or within students’ reasonable stretch.
2. Plan objectives ahead of time.
3. Predict all possible student answers (as far as possible).
4. Use intentional, specific language.
How can scaffolding questions maintain lesson pace or flow? How does it lead to a student-centered
class?
EXAMPLES
Read through the sets of questions below and determine if they satisfy the criteria for scaffolded
questions. Justify your reasoning as to why the questions are scaffolded appropriately or not.
1.
Scenario: A class of mixed ability high school students are reading a news article. The
following questions accompany it.
Concept Check:
1. What sorts of jobs are available for
 Level
teens in the mayor’s office?
 Objectives
2. What characteristics might make the
 Answers
mayor’s office decide to hire a teen?
 Language
3. Create a list of potential interview
questions the mayor’s office might like
to ask applicants.
Do these questions seem appropriately scaffolded? Use the checklist to justify your
decision:
2.
Scenario: A class of elementary students are completing a science task
Concept Check:
1. Why does the earth keep orbiting
 Level
the sun?
 Objectives
2. List the planets in our solar system.
 Answers
3. What characteristics make the Earth
 Language
a good place for plants and animals?
Do these questions seem appropriately scaffolded? Use the checklist to justify your
decision:
3.
Scenario: A small group of high school AP Psychology students are beginning a project.
Concept Check:
 Level
 Objectives
 Answers
 Language
1.
On the diagram, label all areas of the
brain that help control emotional
responses.
2. Describe the interactions between
these areas of the brain.
3. Using the 2D diagram and your answer
above as a reference, create a 3D
symbolic representation of the brain
that demonstrates the relationships
between these areas of the brain.
Do these questions seem appropriately scaffolded? Use the checklist to justify your
decision:
4.
Scenario: A group of middle school students are completing test corrections and reflection
for a math test.
Concept Check:
1. What math concepts did you most
 Level
often miss?
 Objectives
2. How did you feel about the test?
 Answers
3. Why is this important?
 Language
Do these questions seem appropriately scaffolded? Use the checklist to justify your
decision:
5.
Scenario: A teacher is asking her middle school class questions in preparation for beginning
a new unit on revolutionaries.
Concept Check:
1. Have you ever been told to follow a
 Level
rule you knew was wrong? What did
 Objectives
you do?
 Answers
2. How do you know if a rule is wrong
 Language
or right? Who should be allowed to
decide?
3. What should you do if someone
tries to make you do something you
know is wrong? Make up an
example.
Do these questions seem appropriately scaffolded? Use the checklist to justify your
decision:
REFLECT
What is the goal of using scaffolded questions in the classroom? Where do you see it being useful in
your classroom?
What concerns do you have about writing your own scaffolded questions?
APPLY AND CREATE
1. Find the Scope and Sequence for a class you will be teaching this fall.
a. Houston ISD Scope and Sequence Documents: http://www.houstonisd.org/Page/69564
b. Texas Essential Knowledge and Skills: http://tea.texas.gov/index2.aspx?id=6148
2. Think about a text, prompt, idea, or assignment you want to use as a Question Base in the next
few weeks. Select one or more objectives to pair with that Question Base.
3. Using the Key Concepts Checklist, write a series of questions to pair with Question Base. See the
next page for an outline.
Concept Check:
 Level
 Objectives
 Answers
 Language
Selected Question Base (include link if relevant):
Questions: [Add more if necessary]
1.
2.
3.
4.
5.
When and how will you use this activity or lesson in the next few weeks?