Targeting the Strategic Network: Scaffolding "How" to Learn

dlaufenberg — Thu, 02 Apr 2026 16:19:43 GMT

According to UDL On Campus, many students fail not due to a lack of intelligence, but due to barriers in their Strategic Network—the part of the brain responsible for executive functioning (planning, organizing, and self-monitoring). CAST’s research on "Scaffolding" suggests that providing low-stakes tools, such as rubrics and checklists, is essential for developing these internal cognitive skills.

For Discussion:

Innovation in peer pedagogy argues that a tutor’s job isn't just to teach the subject matter, but to teach the process of learning.

Is it the responsibility of a collegiate TA to provide scaffolds for executive functioning (e.g., helping a student break down a massive project into smaller tasks)?
How can tutors use "low-stakes" scaffolds like checklists to help a student build their own internal monitoring skills?
When does providing a scaffold (like a template or rubric) cross the line from "support" to "doing the work for them"?

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Targeting the Strategic Network: Scaffolding "How" to Learn