Scaffolding Group Tasks

Heavy Scaffolding

Thoughtful Grouping

• Carefully consider group composition based on pupil needs, strengths and compatibility
• Avoid pairing pupils with sensory sensitivities with particularly noisy or physically active groups
• Balance groups so each has a mix of strengths (organisers, idea generators, recorders, presenters)
• Keep groups small (2-3 pupils) to reduce social complexity

Clearly Defined Roles

• Assign each group member a specific, named role (e.g. Leader, Recorder, Timekeeper, Researcher)
• Provide written role cards detailing the responsibilities and tasks for each role
• Include visual symbols or icons on role cards to support understanding
• Model what each role looks like in action

Structured Turn-Taking

• Use a physical object (talking stick, timer, cards) to manage turn-taking explicitly
• Provide a visual turn-taking chart showing the order in which pupils contribute
• Teach and rehearse turn-taking routines before beginning the task

Group Agreements

• Co-create group agreements or ground rules at the start of the task
• Display these visually where all group members can see them
• Include rules such as: "Listen when others speak", "Everyone contributes", "Ask if you need help"

Teacher Support

• Assign a teaching assistant to support the group throughout the task
• Build in regular teacher check-ins to monitor progress and mediate if needed
• Provide a "help card" pupils can display if they need adult support

Medium Scaffolding

Visual Role Supports

• Provide visual cue cards for different roles (e.g. a stopwatch icon for the Timekeeper, a clipboard for the Recorder)
• Display role responsibilities on the board or table for reference
• Allow pupils to swap roles part-way through to experience different responsibilities

Individual Success Criteria

• Provide success criteria for each role so pupils know what is expected of them personally
• Include both task-focused criteria (e.g. "Record all group ideas") and collaboration-focused criteria (e.g. "Listen to others' suggestions")
• Use self-assessment checklists for pupils to monitor their own contribution

Collaborative Learning Frameworks

• Teach structured cooperative learning strategies such as Think-Pair-Share, Jigsaw or Round Robin
• Use these frameworks to provide predictability and ensure all pupils participate
• Display the steps of the framework visually as a reminder

Same-Role Huddles

• Pause group work and bring together all pupils with the same role (e.g. all Recorders meet, all Leaders meet)
• Allow them to share strategies, problem-solve and support each other before returning to their groups
• This validates each pupil's contribution and builds confidence

Mixed-Ability Grouping

• Deliberately group pupils of different abilities so they can learn from each other
• Assign roles that play to each pupil's strengths
• Ensure tasks are open-ended enough that all pupils can contribute meaningfully

Light Scaffolding

Whole-Task Success Criteria

• Share clear success criteria for the overall task with all groups
• Display criteria visibly so groups can refer back to them
• Encourage groups to self-assess against the criteria as they work

Whole-Class Preparation

• Lead a whole-class discussion before group work begins to clarify the task and expectations
• Model effective collaboration and discuss what good teamwork looks like
• Invite questions and address any uncertainties

Group Autonomy

• Allow groups to self-assign roles or decide their own ways of working
• Encourage groups to develop their own strategies for managing time and dividing tasks
• Circulate to provide support only if requested or if groups are struggling

Reflection and Feedback

• Build in time for groups to reflect on how they worked together
• Use prompts such as: "What went well?", "What was challenging?", "How could we improve next time?"
• Encourage peer feedback within groups