Facilitation Technique: Scaffolding Materials

One facilitation technique that we don’t have in the list of PLIX techniques is “scaffolding materials.”

Providing minimal materials can help learners focus on getting something to work, such as PLIX Paper Circuits, which can require a lot of troubleshooting for those new to it.

Providing a wide variety of materials can be exciting and support imagining creative possibilities. This is great for PLIX Space Food, a design-thinking activity, where learners think about the constraints of eating in outer space (space stations) and designing dining experiences for future astronauts. Materials can be used to “think with” and help learners cycle between imagine, create, and play in the creative learning spiral.

Scaffolding materials can mean…

  • introducing new materials, tools, or examples later on to reduce distraction at the start.
  • introducing new tools that makes a process easier or faster, or more precise.
  • removing familiar tools and materials to challenge learners with constraints, or to revisit the basic skills of doing the activity, motor skills, or other learning goals
  • only sticking to the most minimal of tools and materials to encourage more creativity, but providing a variety of examples that model different skills and techniques. Origami is a great example of this — limited to a square piece of paper that can only be folded and not cut, practitioners explore different techniques through practicing pre-designed models, create their own models, create their own paper, and other creative pursuits.
  • introducing more advanced tools to experienced learners that support and motivate their “high ceiling” skill-building, to create more sophisticated projects.

There are many reasons a learning environment might be scaffolded. Some reasons include:

  • Limited access to materials and tools (whether rural, or it’s just not available in your country, or it’s too pricey)
  • Focus on specific learning goals for different learner needs
  • Availability of materials and tools (local resource, donated, and more)
  • Facilitator / educator familiarity with materials, or confidence with tools

Check out how Clara Hendricks, Cambridge Public Library, MA, used this technique to help ages 3-9 focus on paper circuits before getting deep into decorating.
Clara’s Light up cards program in Cambridge, MA

What are ways you may want to scaffold the next learning experience you offer?

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