Students bring varied skills, interests, and challenges to every learning task,
and therefore need to work towards the learning goal along their own individual paths.
Having a clear idea of the goal and the core components clears the way for determining
what skills and knowledge can be scaffolded without compromising learning.
For example, writing mechanics are not core to a goal focused on writing with a clear focus,
good organization, and sufficient detail (MA English Literature Standard 19).
Therefore students who need scaffolds to writing mechanics (voice recognition software,
spell check, etc.) can use them without diminishing their learning.
For the goal you have chosen, list some possible scaffolds that might support diverse
learners without jeopardizing learning.
