Explanation

Scaffolding experiences that begin with familiar practices and accessible entry points, then progressively building towards more complex pedagogical approaches, materials, and instructional structures.

Connections to Theory

This design element emphasizes supporting teachers’ learning through a gradual structured progression of experiences (Gravel et al., 2022). It begins with activities, skills, or materials that are accessible and recognizable, building on participants’ familiarity and comfort. Once this foundation is established, new layers of complexity are gradually introduced. 

Examples

Teachers engaged in a progression of making activities that started with simple tasks using familiar, easily accessible materials and gradually introduced more complex skills along with new materials. They moved from paper-based projects (Thaumatrope, Pop-up cards) to paper engineering (Automata), explored basic electronics (LEDs, coin cells), then making things move using motors and found materials (Novel Engineering), and finally advanced to creative digital practices such as stop-motion animation (GIF Maker) and block-based coding (Scratch). 

Teachers were first introduced to the concept of a making space and shown examples of how such spaces are used. They began by prototyping their schools’ making spaces with familiar, easy-to-use materials such as cardboard and LEGO blocks. These prototypes were then shared with an architect, who transformed them into a 3D model, helping teachers visualize the evolving space. Finally, teachers participated in creating the space itself as some enthusiastically painted the walls, while others arranged tables, chairs, and activity stations according to the making space design. This transformation is depicted in Figure 13. 

This progression unfolded alongside structured opportunities for collective reflection. During the first two quarters, teachers met for eight workshops facilitated by Karkhana members where they identified available spaces, clarified priorities, designed 3D models, and explored the values and operational structures of a making space. Reflection extended beyond these formal sessions as teachers shared photos and updates in a WhatsApp group, visited one another’s sites, and engaged in ongoing dialogue supported by Surya, who conducted regular school visits and meetings. Through a values-based activity, teachers articulated personal and making space values and discussed how these shaped their pedagogical choices. They then co-developed multi-year plans using a Results-Based Management (RBM) framework and integrated these into the school calendar. In this way, the work evolved from hands-on prototyping to deeper reflection, collective planning, and long-term institutionalization, illustrating a deliberate movement from the familiar to the complex. 

Figure 13: Transformation of Panchakanya School making space 

Implications 

For a PLC, this approach acknowledges that meaningful professional learning happens when teachers can connect new ideas to their existing knowledge, practice, and pedagogy. Starting with familiar materials or activities lowers barriers to participation and builds safety and comfort, while introducing complexity over time encourages curiosity and deeper reflection. By engaging first as learners in simple, playful tasks and then transitioning to adopting, designing and facilitating more complex experiences, teachers develop both confidence and pedagogical insight.