What is backward design in differentiation planning?

• A. Start with activities and tasks, then derive standards.
• B. Start with desired outcomes and assessments (standards), then plan instructional experiences and differentiation to ensure outcomes are achievable for all learners.
• C. Use only one representation for all learners.
• D. Focus on teacher preferences when planning.

Answer: (B)

Backward design means planning with the end in mind. Start by clearly defining what students should know and be able to do by the end of the lesson or unit, and decide how you will show that learning through assessment. Only then do you design instructional experiences and differentiate the approach so all learners can reach those outcomes. This keeps standards, assessment, and instruction aligned and drives how you adjust supports, tasks, and representations to meet diverse readiness levels, interests, and learning preferences. It’s not about choosing activities first or following a single teaching style; it’s about ensuring every part of the plan moves toward those defined outcomes and accessible evidence of mastery.