Teaching Peer Educators to Teach
Scaffolding
What is scaffolding? Much like the structure that provides support when building something, scaffolding provides
students with the supports needed to complete a task or facilitate their learning of new concepts. As students develop
their abilities the supports are gradually taken away. Tasks and activities are broken in to chunks so that students can
gain confidence without feeling too much stress or anxiety.
Scaffolding Techniques
Show and Tell--Model with explanation, and/or think aloud
Show or demonstrate what you would like TC members to do. Show them the desired outcome before they do it. You
can then guide them through each step of the process. Think Aloud--talk through each step as you demonstrate it (I am
now going to write Hormonal Methods here on the board, next I will write Barrier methods, then I will ask students to
list the different methods, and I will write them under the correct heading on the white board).
Tap into prior knowledge
Ask TC members to share their own experiences, hunches or ideas about the content or concepts and have them relate
it to their own or their peers’ lives. For example why might you or your friends/peers know or not know about getting
tested for STDs?
Give structured time to talk
Help TC members verbally make sense and articulate their learning with the community of learners (other TC members).
Structured discussions in pairs, triads, whole group (think, pair, share) allow TC members to articulate ideas, concepts
and information that will be useful to teaching. Remember to include a talking technique that will allow all TC members
to participate.
Pre teach vocabulary
Introduce new words that are included in the lesson before embarking on teaching the lesson. Using photos, words in
context, symbols, metaphors, analogies, drawings and discussion of words are useful techniques and more effective
than looking up dictionary definitions.
Use visual aids
Graphic organizers, pictures, charts are very important learning tools. Visual aids can be used to provide prompts, cues,
hints, and a guide to the material. Having TC members fill out a graphic organizer to help them organize what they are
going to say, understand and communicate a concept. Examples include Venn Diagrams, Story mapping, Decision
making trees, brainstorming charts, fact/opinion charts. Graphic organizers are like training wheels; they are temporary
and meant to be removed.
Pause, ask questions, pause, review
This helps to check for understanding. Share a new idea/concept. Pause and give time for TC members to think in
silence. Ask a strategic question (specific, guiding and open ended). Pause again. Collect answers to question. Ask
someone to give a "gist" of what was discussed or discovered. Can be done in pairs too.
Pair advanced learners with developing learners
Cooperative learning is a great way to use 2nd or 3rd year TC members to share their knowledge and experience with
newer TC members. The more veteran TC member can model, share tips, and coach the newer TC member