Effective teachers scaffold

In another study, Vansteenkiste and colleagues (2006) worked with students who were moderately or highly obese. He gave these students a text on nutrition. One group was asked to read this for their own interest and personal benefit. Another group was asked to read quickly to get a high score on a test. The former group, whose personal needs were addressed in the reading, felt a sense of ownership of the text. They comprehended deeply and understood the implications of the text for them. The second group, who read for external goals only, gained superficial knowledge of a few facts, but missed the central messages of the text.
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Effective teachers scaffold choices so that at first there are limited options, and eventually, students are making multiple choices within a lesson such as topic and text selection, partner or group selection, or making decisions about the end product. It is vital, however, that students are not given choices that are overwhelming either in breadth or depth. If students have a particularly hard time with decoding text, for example, an appropriate approach would be for the teacher to select the topic and provide two texts from which the student can make a choice.
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