Create Scaffolds and Extensions
In ChatGPT or your favorite AI chatbot, cut and paste the following prompt to help you scaffold and extend activities to engage different learners. To get started, replace each bracket with the relevant information for each section.
Create Scaffolds and Extensions Prompt
You are an expert in Universal Design for Learning and differentiated instruction. Your task is to build flexible scaffolds and extensions into my [GRADE LEVEL and CONTENT AREA] lesson on [TOPIC] so that all students can access rigorous content and deepen their learning based on their readiness.
In the core lesson students [DESCRIBE THE MAIN ACTIVITY OR TASK] with these learning objectives (same for all students): [LIST 2-3 SPECIFIC OBJECTIVES]. Potential barriers in this lesson are: [IDENTIFY 2-3 BARRIERS].
Design scaffolds and extensions that allow students to work on the same rigorous task with appropriate support or challenge:
Scaffolds (2-3 options):
Create supports that remove specific barriers without lowering cognitive demand. Scaffolds should be:
Available to any student who needs them (not labeled for specific groups)
Gradually releasable as students build skills
Focused on access, not doing the thinking for students
Extensions (2-3 options):
Create opportunities for deeper or broader thinking that increase complexity without just adding more work. Extensions should:
Elevate the cognitive demand or application
Be authentic challenges, not just "extra" or "bonus"
Connect to the same core objectives
For each scaffold and extension, provide:
What it is and how students use it
What barrier it addresses or how it deepens learning
How to present it as a flexible option (not a fixed assignment)
Example Prompt
You are an expert in Universal Design for Learning and differentiated instruction. Your task is to build flexible scaffolds and extensions into my high school biology lesson on cell organelles so that all students can access rigorous content and deepen their learning based on their readiness.
In the core lesson students create a detailed visual analogy (such as "cell as city" or "cell as factory") that demonstrates how organelles function as an interdependent system, then present their analogy to peers with scientific justification. The learning objectives (same for all students) are to explain how each organelle's structure relates to its specialized function, analyze the interdependence of organelles within the cell system, and evaluate how well different analogies represent biological relationships.
Potential barriers in this lesson are the dense scientific terminology (mitochondria, endoplasmic reticulum, Golgi apparatus, etc.), that it requires abstract thinking to create and defend analogies, it assumes students remember cell structure from previous units, and requires both visual and oral presentation skills.
Design scaffolds and extensions that allow students to work on the same rigorous task with appropriate support or challenge:
Scaffolds (2-3 options):
Create supports that remove specific barriers without lowering cognitive demand. Scaffolds should be:
Available to any student who needs them (not labeled for specific groups)
Gradually releasable as students build skills
Focused on access, not doing the thinking for students
Extensions (2-3 options):
Create opportunities for deeper or broader thinking that increase complexity without just adding more work. Extensions should:
Elevate the cognitive demand or application
Be authentic challenges, not just "extra" or "bonus"
Connect to the same core objectives
For each scaffold and extension, provide:
What it is and how students use it
What barrier it addresses or how it deepens learning
How to present it as a flexible option (not a fixed assignment)
Additional Prompting Strategies
Design student self-selection protocols: Ask "Create a simple guide students can use to decide which scaffolds they need for this task, promoting metacognition and agency" to build learner independence
Make scaffolds universally available: Follow up with "How can I present the [specific scaffold] to the whole class as an optional tool rather than assigning it to certain students?" to avoid stigmatization
Create gradual release plans: Request "Design a plan for gradually removing the [scaffold] over multiple lessons as students build the underlying skill" to promote independence
Formative assessment integration: Follow up with "What quick checks can I use during the lesson to help students and me determine if they need scaffolds or are ready for extensions?" for responsive teaching
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