From worked example to independent practice: remove support one step at a time

By the EduMark team

Help learners towards independence by removing parts of a modelled solution gradually, checking their working and explanations before removing more. If they cannot start a similar problem or explain their method, restore the specific support they need rather than pressing ahead.

AERO’s Scaffold practice guide, updated on 14 May 2026, recommends adjusting support as learners become more proficient. That makes fading support a responsive teaching decision, not a timetable everyone must follow. ([edresearch.edu.au](https://www.edresearch.edu.au/guides-resources/practice-guides/scaffold-practice?utm_source=openai))

Start with one precise learning goal

For this fictional numeracy activity, the goal is: calculate a sale price after a 15% discount and explain the difference between the discount and the amount paid. Before starting, check that learners can find 10% by dividing by ten and halve an amount to find 5%.

AERO’s explicit instruction guidance recommends explaining every step in a worked example, then removing solution steps as proficiency develops. Keep the initial problems similar so that learners practise the method without also meeting several new complications. ([edresearch.edu.au](https://www.edresearch.edu.au/guides-resources/practice-guides/explicit-instruction-practice-guide-full-publication))

A three-stage percentage-discount sequence

These examples illustrate stages, not a claim that three questions will be enough. Some learners will need additional examples and smaller reductions in support.

1. Fully worked example: show the reasoning

A jacket costs £80. It has a 15% discount. What is the sale price?

1. Find 10%: £80 ÷ 10 = £8.
2. Find 5%, half of 10%: £8 ÷ 2 = £4.
3. Find the 15% discount: £8 + £4 = £12.
4. Subtract the discount: £80 − £12 = £68.

Explain aloud that £12 is the saving, not the amount paid. Ask: “Why do we subtract the discount from £80?” Look for an explanation connecting a discount with a reduction in the original price, rather than simply “because that is the last step”.

2. Partially completed example: leave a manageable gap

A coat costs £120. It has a 15% discount. Complete the solution.

• 10% = £120 ÷ 10 = £12.
• 5% = £12 ÷ 2 = £6.
• 15% discount = £12 + £6 = £18.
• Sale price = ____________________.

Ask learners to write the final calculation, not just an answer. Then ask: “Why subtract £18 rather than £15?”

Educator answer: £120 − £18 = £102. The percentage describes a proportion of the original price, not a fixed number of pounds.

On subsequent similar problems, leave one additional calculation for the learner to complete. Keep the earlier steps available until their working and explanation suggest that another prompt can go.

3. Fresh independent problem: let learners choose the steps

A pair of boots costs £160. The shop reduces the price by 15%. What will the customer pay? Show your working.

Do not supply calculation lines. After the attempt, ask: “Which amount in your working is the saving, and which is the price paid?”

Educator answer: 10% = £16; 5% = £8; the discount is £24; £160 − £24 = £136. Keep the answer key separate from the learner task until they have attempted it.

Use a planning table, not a fixed release schedule

Adapt this table to your subject. AERO’s full scaffolding guide links fading support to observed performance, including learners’ ability to explain their steps. ([edresearch.edu.au](https://www.edresearch.edu.au/sites/default/files/2024-11/AERO-practice-guide-scaffold-practice-aa.pdf))

Alternate examples and attempts when useful

The IES practice guide on organising instruction and study, published in September 2007, recommends alternating worked solutions with learners’ own problem-solving. It rates this recommendation as supported by moderate evidence. ([ies.ed.gov](https://ies.ed.gov/ncee/wwc/PracticeGuide/1))

You might therefore model a solution, offer a similar attempt, then return to another example if needed. Do not treat independent practice as a stage learners can never leave. Nor should one successful answer settle the decision: examine the method and offer another fresh problem.

Fade instructional help, not access

A completed calculation can be temporary instructional support. A screen reader, accessible layout or another agreed adjustment may remain necessary during independent practice. AERO explicitly recognises that some supports need to be sustained. Review what each support does before removing it: independence in the intended skill does not mean working without accessibility support. ([edresearch.edu.au](https://www.edresearch.edu.au/sites/default/files/2024-11/AERO-practice-guide-scaffold-practice-aa.pdf))

Optional: use Aurora to prepare drafts

Aurora supports draft course creation and question-building from documents. EduMark’s AI is beta, with human review throughout. An educator could prepare a practice document and use that question-building support, then check every calculation, answer, instruction and difficulty level before use. ([edumark.ai](https://www.edumark.ai/aurora))

Keep the decision about removing or restoring support with the educator. Drafting practice material is not automatic scaffold fading: that decision depends on what learners can actually do and explain.