Scaffolding in Class: Helping Students with Poor Working Memory

Scaffolding is a teaching approach that involves breaking down learning into smaller, manageable parts and providing temporary support to help students succeed. Think of ‘scaffolding’ as actual scaffolding (that builders use)—it provides structure and support until the building (or learning) is strong enough to stand on its own. In education, this support might include step-by-step instructions, visual aids, or pre-taught vocabulary, gradually removed as the student becomes more confident and independent.


For children with poor working memory, scaffolding is particularly valuable. Working memory is like a mental notepad, holding information for a short time while we process or use it. When this notepad fills up too quickly, tasks can feel overwhelming. Scaffolding reduces this load by offering clear guidance and simplifying complex tasks.

Scaffolding in Class: Helping Students with Poor Working Memory

Scaffolding is a teaching approach that involves breaking down learning into smaller, manageable parts and providing temporary support to help students succeed. Think of ‘scaffolding’ as actual scaffolding (that builders use)—it provides structure and support until the building (or learning) is strong enough to stand on its own. In education, this support might include step-by-step instructions, visual aids, or pre-taught vocabulary, gradually removed as the student becomes more confident and independent.


For children with poor working memory, scaffolding is particularly valuable. Working memory is like a mental notepad, holding information for a short time while we process or use it. When this notepad fills up too quickly, tasks can feel overwhelming. Scaffolding reduces this load by offering clear guidance and simplifying complex tasks.

Scaffolding in Class: Helping Students with Poor Working Memory

Scaffolding is a teaching approach that involves breaking down learning into smaller, manageable parts and providing temporary support to help students succeed. Think of ‘scaffolding’ as actual scaffolding (that builders use)—it provides structure and support until the building (or learning) is strong enough to stand on its own. In education, this support might include step-by-step instructions, visual aids, or pre-taught vocabulary, gradually removed as the student becomes more confident and independent.


For children with poor working memory, scaffolding is particularly valuable. Working memory is like a mental notepad, holding information for a short time while we process or use it. When this notepad fills up too quickly, tasks can feel overwhelming. Scaffolding reduces this load by offering clear guidance and simplifying complex tasks.

For students with lower working memory scores

For students with lower working memory scores

For students with lower working memory scores

Why Does Scaffolding Help?

  • Eases Cognitive Overload: Breaking tasks into smaller steps makes it easier for students to process and remember information.

  • Boosts Confidence: Providing a clear path to success reduces anxiety and encourages students to try tasks they might otherwise find daunting.

  • Builds Independence: Gradual removal of support teaches students to rely on their own skills and strategies over time.

  • Improves Retention: With repeated exposure and practice, scaffolding helps cement learning into long-term memory.

How to Scaffold in Class

  1. Start with Clear Instructions:

    • Break down tasks into simple, sequential steps.

    • Use visuals or written instructions as reminders.


  1. Pre-Teach Key Concepts:

    • Introduce new vocabulary, concepts, or skills before tackling the main activity.

    • This gives students a foundation to build on, reducing the amount of new information they need to process.


  1. Use Visual Supports:

    • Graphic organisers like mind maps, flowcharts, or charts help students organise their thoughts.

    • Anchor charts or posters can serve as reference points during lessons.


  1. Model the Task:

    • Demonstrate how to complete a task step-by-step.

    • Provide worked examples that students can refer to as they practise.


  1. Chunk Information:

    • Divide lessons into smaller, manageable segments, pausing to check for understanding.

    • Focus on one concept or skill at a time.


  1. Encourage Verbal Rehearsal:

    • Ask students to repeat instructions or summarise what they’ve learned.

    • This reinforces understanding and helps them retain information.

Age Considerations

Scaffolding looks different depending on the age and developmental stage of the student. Younger children might need more concrete, hands-on support, while older students can handle abstract strategies and more independence.


For Younger Students (Ages 7-10):

  • Use visual aids like picture cards, diagrams, or step-by-step flowcharts.

  • Incorporate physical objects for learning (e.g., counters for maths or props for storytelling).

  • Provide simple, clear language and short, direct instructions.

  • Frequent, gentle reminders help keep them focused and on track.

For Older Students (Ages 11-16):

  • Encourage the use of graphic organisers, such as timelines or mind maps, to structure their thoughts.

  • Support independence by asking students to set goals or plan tasks before starting.

  • Use scaffolding techniques that emphasise peer collaboration, such as group discussions or guided problem-solving.

  • Gradually transition from worked examples to independent practice by reducing the level of detail in examples over time.

What If It’s Not Working?

Adapt the Approach: If a student is struggling, try simplifying steps further or providing additional visual aids.


Provide More Time: Some students need extra time to process and complete tasks.


Collaborate with Specialists: Work with the SENCo to explore tailored interventions or strategies like additional memory aids.

© Talamo 2025

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© Talamo 2025

Terms & conditions

© Talamo 2025

Terms & conditions