With the rise of computational making in education, Whitney Lewis’ thesis work focused on the need to develop design scaffolds, or supports, for learners who engage with computational making processes. Members of the L.E.D. Lab planned and hosted a workshop with youth learners where they explored how design scaffolds such as an example game, open discussion, debugging activity, and storyboarding tool would help learners program a game in the visual programming tool ARIS. In addition, this work included evaluative feedback from ARIS designers. Both the findings from the workshop and ARIS designer evaluation were used to inform future implementations of design scaffolding for computational making.