1. Keep the objective steady
Start with one clear learning goal. Describe the task and possible barriers using fictional scenarios, without student names, records, or diagnoses.
2. Try a scaffold and an extension
For a fictional sixth-grade class, the goal is to support a claim with evidence from a short text. Draft one version of the task with sentence starters and an evidence organizer, and one extension that asks students to consider a counterargument. Preserve the same core objective. Explain how a teacher could check understanding in both versions.
3. Review the differences
Check that the scaffold supports thinking rather than supplying the answer. Check that the extension adds depth rather than more repetition. Avoid assigning students to fixed ability labels.
4. Choose using classroom evidence
Use your knowledge of students and current work to choose supports. Let students move between supports as their needs change.
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