Making Learning Comprehensible: Build it, Model it!
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What does making learning comprehensible mean? Are you being understood by your students and helping them retain information they are learning? What can you do to reduce the cognitive/mental load if the concepts or terminology in your courses are challenging for students? Making learning comprehensible means ensuring students understand and retain information. To reduce cognitive load when concepts or terminology are challenging, it’s important to create a learning environment that supports understanding, even for unfamiliar content. This approach helps prevent students from feeling overwhelmed. This post highlights two effective methods to achieve this: Scaffolding, which involves breaking down information into manageable chunks, and Modelling, where instructors demonstrate processes and strategies to aid comprehension. These techniques foster engagement and increase student success.
Scaffolding for Success: Build it!
Scaffolding involves breaking down complex concepts into smaller, more manageable parts. This method allows teachers to provide targeted support as students progress through their learning journey. For example, a professor might introduce a challenging topic by first presenting foundational knowledge, followed by guided practice, and finally encouraging independent exploration. This gradual release of responsibility (Controlled, Semi-Controlled, and Free Practice) not only builds confidence but also empowers students to take ownership of their learning.
To support comprehension through scaffolding, noting key terms and concepts is vital. Strategies such as word walls, personal glossaries, templates, examples, visuals, handouts, and graphic organizers can be particularly effective for helping students understand and retain new concepts or vocabulary. A word wall visually displays important vocabulary in the classroom, allowing students to reference terms easily and reinforcing their understanding through constant exposure. Personal glossaries encourage students to compile definitions and examples of key terms as they encounter them, promoting active engagement with the material. Templates can guide students in structuring their thoughts and assignments, while graphic organizers help them visualize relationships between concepts, making complex information more digestible. These tools not only enhance vocabulary retention but also empower students to take charge of their learning process.
So, what does this look like in a classroom?
| Program | Learning Outcome | Scaffolding Strategy |
| General Carpenter | Identify health hazards and safety risks that are present on job sites and how to properly equip themselves with personal protection and general safety knowledge. | 1. An introductory lesson on common health hazards and safety risks found on job sites, using a graphic organizer to categorize different types of hazards (e.g., physical, chemical, biological). 2. Provide students with checklists that outline specific risks associated with various job sites, allowing them to familiarize themselves with potential dangers in a hands-on manner. 3. Conduct a guided walkthrough of a simulated job site or a real-world location, where students can identify hazards in context. Encourage them to discuss their observations in small groups. 4. After this practical experience, introduce the concept of personal protective equipment (PPE) by demonstrating different types of gear (e.g., helmets, gloves, goggles) and their appropriate use. 5. Create a safety plan for a hypothetical job site, incorporating the hazards they identified and the necessary PPE. Provide a template to guide them in structuring their plans and offer feedback as they develop their ideas. |
| Personal Support Worker | Provide person-centred care, based on ethical principles, sensitive to diverse personal and family values, beliefs, cultural practices and other needs, which follows the plan of care. | 1. Introduce ethical principles in healthcare using graphic organizers to illustrate their connections. 2. Explore cultural competence through case studies that highlight various family values and practices, encouraging group analysis. Role-playing scenarios can then allow students to practice care provision in diverse contexts, applying their knowledge in real-time. 3. Develop a person-centered care plan using a provided template, receiving feedback to enhance understanding. 4. Reflective discussion to share insights and reinforce the importance of integrating diverse values into patient care. |
Hit the Runway: Model it!
Another key strategy is modeling, where teachers demonstrate the thought processes and skills necessary to tackle specific tasks. By thinking aloud during problem-solving or writing exercises, professors can provide students with a clear roadmap of how to approach similar challenges. This technique not only clarifies expectations but also helps students internalize effective strategies. For example, in a writing class, a teacher might model how to construct a thesis statement, guiding students through the reasoning behind each choice. These demonstrations create clear expectations of exactly what the students should do and a way to do it to make learning more accessible.
So, what does this look like in a classroom?
| Discipline | Learning Outcome | Modeling Strategy |
| Biological Sciences | Identify the components of human cells and describe their functions. | Use a combination of visual aids and interactive demonstrations. 1. Introduce the topic with a visual presentation that includes labeled diagrams of a human cell. As you display each component—such as the nucleus, mitochondria, endoplasmic reticulum, and cell membrane—explain them with an example using plain language. When discussing the nucleus, you might say, “The nucleus is like the control center of the cell, housing our DNA and coordinating activities like growth and reproduction.” 2. Model a hands-on activity where students can build a 3D model of a cell using materials like clay or craft supplies before they are given the materials and provide a think-aloud as you are constructing the model- What questions are you asking yourself? How are you describing each of the components? 3. When it’s time for the students to practice, walk around prompting them to identify each component and describe its function. For instance, you could ask, “What role does the mitochondria play in our cell?” This encourages students to articulate their understanding and reinforces their learning through active participation. |
| College Reading & Writing Skills | Organize main ideas and supporting information using logical structures to communicate clearly and convincingly in academic or professional writing contexts. | 1. Introduce the topic (e.g. Renewable Energy) and use a mind map to develop the argument with supporting ideas. Discuss/brainstorm as a whole group the importance of renewable energy, noting key words on the board. 2. Display a blank Mind Map on the board or a digital platform. The central idea will be the topic, and branches will represent main ideas and supporting details.  3. Model Filling Out the Mind Map: Start filling out the Mind Map with the class doing a think aloud as you fill it in. For example: Central Idea: “Renewable Energy” Main Idea 1: “Reduces Greenhouse Gas Emissions” Supporting Details: “Lower emissions” and “Mitigates climate impacts.” Demonstration: Show how to branch out from the main ideas to supporting details. 4. Group Work: Divide students into small groups and assign each group a main idea related to the topic. Task: Each group will brainstorm supporting information and create their own Mind Map. Professor’s Guidance: Circulate among the groups, providing feedback and encouraging them to explore connections between ideas. |
Ultimately, creating a comprehensible learning environment requires a combination of structured support, clear modeling, and active engagement. As students become more confident and capable learners, they are better equipped to face academic challenges and apply their learning outside the classroom.
References
Northern Illinois University Center for Innovative Teaching and Learning. (2012). Instructional scaffolding. In Instructional guide for university faculty and teaching assistants. https://www.niu.edu/citl/resources/guides/instructional-guide
Riches, A. (2022). Modelling and Scaffolding in the Classroom. https://www.sec-ed.co.uk/content/best-practice/modelling-and-scaffolding-in-the-classroom
Van de Pol, J., Volman, M., Oort, F. et al. (2015). The effects of scaffolding in the classroom: Support contingency and student independent working time in relation to student achievement, task effort and appreciation of support. Instructional Science 43, 615–641. https://doi.org/10.1007/s11251-015-9351-z
West, A., Swanson, J. & Lipscomb, L. (2017). Scaffolding. In P. Lombardi, Instructional Methods, Strategies and Technologies. https://pressbooks.usnh.edu/teachingdiverselearners/front-matter/instructional-methods-strategies-and-technologies-to-meet-the-needs-of-all-learners-2/
