This paper discusses the implementation of a hybrid framework for teaching cornerstone design courses based on the behaviourist and constructivist learning models, which ensures adequate instruction and scaffolding while students develop their design knowledge through hands-on projects. The instructional design methodology is based on the Elaboration Theory that allows a gradual transition from content-based instruction to project-based knowledge construction. The practical steps are detailed for a full-year design course at the sophomore level. © American Society for Engineering Education, 2009.