Scaffolds for improvising reduce the cognitive load on novice improvisers.  Yes, of course, students can probably think of the root notes and guide tones in their heads, but those tasks are not necessary to improvise.  Free up their minds to perform the task that rises to the top, the actual improvising.  Fade scaffolds as student needs change.  For example, students quickly make the connection between chord symbols and root notes, or memorize the harmonic form, and stop following a chord tone sheet.  Likewise, students typically need and want less cueing over time, as they hear and feel the changes independently.

• Suggested rhythm patterns (aural, notated, or both)

• Suggested rhythm patterns and exercises for drummers (for drum set specific practices, use a resource like John Riley's "The Art of Bop Drumming")

• Scales and/or chords (type up your own, or choose tunes from books that already offer them, like Jamey Aebersold books, "The Real Easy Book," and other similar publications)

• Chord tone sheets (follow this link & scroll down to download some of mine)

• "Blank" form templates (follow this link & scroll down to download some of mine)

• Community improvisation strategy spaces (e.g., a paper poster or SmartBoard space where students can write down and refer to strategies; leave it posted or bring it up each time a combo meets)

• Cueing to assist students in following the form 

• Singing to assist students in following the form (e.g., students can sing the root notes, the head of the tune, or even measure numbers behind a soloist)

• Listening links (share recordings you'd like students to listen to through emailing or posting audio and video links on Google Classroom; encourage students to share their own in the same space)

• Play-along audio for home practice (encourage students to purchase play-along tracks through iTunes or a similar service)