Scaffolding Note Taking

Heavy Scaffolding

Pre-Prepared Notes

• Provide printed notes, slides or handouts pupils can annotate
• Highlight or underline the most important points in advance
• Use bullet points, numbered lists and clear headings to structure information
• Leave gaps or spaces where pupils add their own examples or thoughts

Structured Note Frames

• Supply a note-taking template with headings, subheadings and prompts
• Include sentence starters such as: "The main idea is...", "An example of this is..."
• Provide boxes, tables or graphic organisers that show where to record different types of information

Explicit Guidance

• Tell pupils explicitly which points are most important and must be recorded
• Model note-taking live, thinking aloud to demonstrate the process
• Teach specific rules (e.g. "Write the heading in capital letters", "Use one bullet point per key fact")
• Show before-and-after examples of effective notes

Vocabulary Support

• Provide key words with definitions on a separate sheet for matching or copying
• Use colour coding to distinguish different types of information (e.g. definitions in blue, examples in green)
• Create a glossary pupils can refer to and add to

Alternative Recording

• Allow audio recording of the lesson as an alternative or supplement to written notes
• Permit use of a scribe or teaching assistant to record notes
• Offer speech-to-text software or assistive technology

Medium Scaffolding

Guided Frameworks

• Provide a printed chart or table with main headings and an indication of how much to write in each section
• Use a two-column or three-column layout (e.g. Topic | Key Points | Examples)
• Offer a partially completed template pupils fill in as they learn

Cornell Notes (Adapted)

• Teach the Cornell note-taking system adapted for SEND: divide the page into Notes, Cues and Summary sections
• Model how to use each section and provide a template
• Simplify or reduce the summary requirement if needed

Cloze and Fill-in-the-Blanks

• Provide notes with key words or phrases missing for pupils to complete
• Offer a word bank to support completion
• Use this approach to focus attention on the most important information

Modelling and Examples

• Model note-taking for the first section or paragraph, then ask pupils to continue independently
• Display an example of good notes and discuss what makes them effective
• Show pupils how to condense a paragraph into a single sentence or bullet point

Organisational Strategies

• Teach and display abbreviations pupils can use (e.g. "b/c" for because, "imp" for important)
• Introduce colour coding to categorise information (causes, effects, examples)
• Use mind maps or spider diagrams as an alternative to linear notes

Live Support

• Pause regularly to allow pupils to catch up with note-taking
• Display key points on the board as they are discussed
• Circulate to check pupils are recording appropriate information

Light Scaffolding

Minimal Structure

• Provide headings or topic titles only for pupils to complete with their own notes
• Display the lesson structure or key topics on the board as a guide
• Indicate the approximate length or detail expected but allow flexibility

Vocabulary Lists

• Supply a list of key words pupils should listen for and define in their notes
• Encourage pupils to add their own words to the list as they encounter them
• Provide access to a dictionary or glossary for independent reference

Clear Expectations

• State overall expectations clearly (e.g. "You should have 5-7 bullet points by the end of this section")
• Share success criteria for effective notes
• Remind pupils to focus on key points rather than copying everything

Note-Taking Tools

• Offer optional graphic organisers or templates pupils can choose to use
• Display a range of note-taking strategies (linear notes, mind maps, tables) and let pupils select their preferred method
• Provide access to highlighters, coloured pens or sticky notes for organisation