Building Bridges: UDL and Instructional Scaffolding
Have you ever wondered how Universal Design for Learning (UDL) and instructional scaffolding might work hand-in-hand to support your students? “Instructional scaffolding” is a process in which an instructor provides targeted support to guide and enhance students' learning, systematically building on their prior experiences and knowledge as they master new skills, with the support gradually removed as they gain competence.1 In this context, you might think of UDL as the "architect" of an inclusive learning environment and scaffolding as the "contractor" who provides the supports needed to help students build their skills, understanding, and confidence. Together, UDL and instructional scaffolding create a learning space where students have the tools they need to succeed, regardless of their starting point.
Zone of Proximal Development
Underpinning this synergy between UDL and scaffolding is what Russian psychologist Lev Vygotsky identified as the Zone of Proximal Development (ZPD): the idea that students learn best when working on tasks just beyond their current abilities, provided they receive appropriate guidance and support (see Figure 1). While UDL helps create the foundation for inclusion by ensuring that materials, tasks, and assessments are designed to meet diverse needs, the scaffolding connects directly to this by offering timely, responsive supports that help students navigate their ZPD and move gradually toward greater understanding and independence.
Figure 1: Vygotsky's Zone of Proximal Development2
Instructional Scaffolding
For example, in an online sociology course, learning how to conduct field observations might involve offering tutorials in multiple formats (videos, PDFs, interactive guides, etc.) and giving students flexibility in how they present their findings (written reports, infographics, video presentations, etc.). The scaffolding can build on this framework by providing step-by-step worksheets to structure learners’ observations, modeling the process, pairing students with a peer for their first site visit, and then ultimately conducting a field observation on their own.
To give you an idea of some of the activities and tools that can serve as instructional scaffolding, here’s a list of 10:
- Graphic Organizers – Visual tools to help organize and structure information.
- Worksheets and Checklists – Step-by-step instructions that break down complex tasks and guide students through a process.
- Low Stakes Learning Checks – Short quizzes or activities to help reinforce key ideas and concepts
- Guiding Questions – Questions that direct students’ thinking and focus attention on key concepts.
- Modeling – Demonstrating a task or process for students to observe and learn from.
- Scaffolded Reading – Providing reading materials at varying levels of complexity with supports like annotations or glossaries.
- Concept Maps – Visual representations of the relationships between concepts.
- Video Tutorials – Instructional videos to visually guide students through tasks or concepts.
- Peer Collaboration – Structured group work that encourages students to help each other.
- Rubrics – Clear guidelines for expectations and assessment of student work.
Ultimately, combining UDL with thoughtfully constructed instructional scaffolding can go a long way in addressing learner variability, fostering greater independence, and creating expert learners. While scaffolding helps students progress within their zone of proximal development and build competence, UDL ensures these supports are designed to meet diverse needs. Throughout the process, students gain confidence, develop self-regulation, and acquire the adaptability they need to become expert learners who are purposeful, motivated, and resourceful.
References
- IRIS Center. (2024). Providing instructional supports.
- McLeod, S. (2024, August 9). Vygotsky’s theory of cognitive development. Simply Psychology.