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In backward design, the goal remains the same for all students; the activity is differentiated.

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The simplicity of triangulation. Everyday generates evidence for students to show what they know. From words and observations to visual representations and conversations, all activities create equally valued evidence.

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How do we plan for students? We want to plan but need help with how we do it. We recognize, and Shelley Moore calls our attention to, teachers want to learn and grow in ways to plan for all students in the Backward Design model.

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How student agency and voice is supported by backward design.  At 1:14 in the video, Shelley walks through examples of big curricular goals that rewritten are rewritten in collaboration with students to reflect student-friendly goals. Students and teacher know what the goal is for the learning; students can choose evidence of their learning of the goal.

https://www.pathlms.com/awsp/courses/35409/sections/45911/webinars/24865

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I was so excited to hear that my instinct of focusing on the learning goal and not the method is already serving my students.

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I would like to choose a unit or standard and really dig in using Shelley's guiding questions. I would love to do this with my team, so I guess I need help convincing them that the differentiation does not live in the instruction, but in the assessments and the supports.

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Same goals for everyone with differentiated activities to support meeting the goals.

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How do students show what they know and how can I incorporate concrete, pictorial, and abstract representations?

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Supports can/should be made available to all students to choose

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Supports can/should be made available to all students to choose

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Not only does giving students options for demonstrating their learning allow us to better assess what they truly know, it empowers them to want to show their knowledge in a way they find engaging.

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Allows teacher to plan for the variation in learners

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Implementing choice for younger learners is a greater workload for teacher; have to teach access, rather than offer it as a choice

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Gives students greater preference, which increases engagement; increases accessibility in the gen ed environment

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Curriculum does not offer this way of planning; must change the way in which we plan using backwards design; parents are not familiar with this model of education

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Allows for creativity and is strengths based

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Allows for creativity and is strengths based

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Takes more work on the front end but saves time on the back end

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Takes more work on the front end but saves time on the back end

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Helps classrooms be inclusive of all learners

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Helps classrooms be inclusive of all learners

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Allows diverse experiences and choices for students

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Our patterns of thought and existing routines

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Our patterns of thought and existing routines