This is a teaching strategy that upon reflection of past teaching and lesson planning I used to some extent but not intentionally, I simply wasn’t aware of what scaffolding was by definition. The past two years I have spent a great deal of time both learning and teaching the art and science of lesson planning, as well as reflecting on previous science classes (k-12) I have taught. Oh, to know then what I know now! Even though I feel I did a good job teaching and was validated by both administrators and parents, I would love to go back and do it again! The purposeful inclusion of differentiated instruction strategies, like Marzano’s Essential 9, and taking into account the multiple intelligences and Bloom’s learning domains (affective, psychomotor and cognitive) brings lesson planning to a whole new level. So as I plan for future lessons, teaching future teachers how to lesson plan, I intentionally include these strategies in my own classes and ask the students to, upon completion of class, reflect on what strategies I employed …experiential learning…direct and indirect instruction in one fell swoop.