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Choices are always good to have. Love the "mild, medium and spicy" options.   

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Choices are always good to have. Love the "mild, medium and spicy" options.   

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I think I need to add more synonyms to increase vocabulary.

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I think I need to add more synonyms to increase vocabulary.

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I wonder if content teachers have enough time to provide consistent scaffolding, especially for only a few ELs.

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I wonder if content teachers have enough time to provide consistent scaffolding, especially for only a few ELs.

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I see students can decide for themselves level of difficulty.

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I see students can decide for themselves level of difficulty.

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Very clear  learning target in simple language

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Very clear  learning target in simple language

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I wonder how many different ways I can use this.

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I wonder how many different ways I can use this.

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I see the research texts are scaffolded and students can choose. 

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I see the research texts are scaffolded and students can choose. 

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I think I have to get better about communicating my expectations for the students' learning outcome to them.

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I think I have to get better about communicating my expectations for the students' learning outcome to them.

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I see that students will know when they have succeeded.

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I see that students will know when they have succeeded.

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I wonder how this can be applied to high school students while also ensuring that students are working at their own level, rather than taking the easier road because it is accessible.

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I wonder if I can take each step and extend it laterally adding more language instead of just applying sequence. 

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I wonder if I can take each step and extend it laterally adding more language instead of just applying sequence. 

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Do students get to choose mild, med, or spicy?

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Choice!

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I wonder how I can successfully scaffold by breaking down things into steps when my Adult high School science students only come to one weekly lesson for 1.5 hours and then are expected to do asynchronous work. AND, I only get 1-2 of my 11 students show up any given week. I break it down, but they only access maybe 1 of every 5 lessons. I also have students entering and leaving the class every 3-4 weeks. How do you break down into steps when they miss a lot of those steps?

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I see a well-designed activity that lays out very clear objectives for students to achieve. As a result of this clarity, scaffolding can be more easily put into place.