Welcome — before we begin the course, let’s tune you into what “scaffolding” really means and why it matters in classrooms, especially for multilingual learners. These quick videos will give you a shared starting point, helping you recognise core ideas and reflect on your own practice before we dive in.
🎬 Watch these two short videos first
— A brief, friendly introduction to scaffolding: what it is, why it matters, and how it supports student learning.
— A practical overview showing how scaffolding works in real classroom settings and why it helps students engage deeply with content.
📖 Optional Reading: A Quick Introduction to Scaffolding
Scaffolding is one of the most powerful tools a teacher can use to support learners who are working in a second language. At its core, scaffolding is about providing temporary assistance that enables students to access content, engage in tasks, and build the confidence needed to participate independently. The goal is never to “water down” the curriculum or simplify it beyond recognition. Instead, scaffolding creates a bridge between what learners can currently do and what they are expected to achieve.
For multilingual learners, this bridge is especially important. These students are navigating not only the ideas you’re teaching but also the language used to express those ideas. That dual processing load can be overwhelming, even when the content is familiar. Scaffolding helps reduce unnecessary cognitive burden so learners can focus on the meaning of the lesson rather than getting lost in complex vocabulary or dense information.
Common scaffolding strategies include chunking information into smaller, meaningful sections; modelling thinking through examples; offering multimodal input such as visuals, demonstrations, or captions; and pre-teaching essential vocabulary so students have hooks to hang new information on. When used thoughtfully, these supports make lessons feel purposeful, coherent, and achievable.
An important element of scaffolding is gradual release. As learners become more comfortable and competent, the teacher slowly steps back, allowing them to take increasing control of their own learning. This shift from supported to independent work mirrors how learners develop real confidence: not through constant help, but through structured opportunities to succeed.
As you progress through this course, reflect on your own teaching context. Where do learners disengage? Where do misunderstandings appear? And where might a small scaffold — a visual, a prompt, a vocabulary preview — make a significant difference? You may discover that even minor adjustments can transform the learning experience.
✅ Tip: As you watch, think about recent lessons you’ve taught. Can you spot moments where students might have struggled because of language or content load?
What to do next
Once you’ve watched the two videos, complete the short “Activate Your Knowledge” quiz. This helps you reflect on your current teaching practices and opens your mind to new possibilities. Then you’ll proceed to Lesson 1.
