The Cognitive Trio: Backward Design, Formative Assessment, and Differentiated Instruction

Authors

  • Tarrah Davis University of Louisiana at Lafayette
  • Nancy Autin University of Louisiana at Lafayette

Keywords:

backward design, formative assessment, differentiated instruction

Abstract

In a traditional classroom of mixed ability levels, it is recommended that differentiation is the answer to helping all students achieve success (Heacox, 2012). This necessitates a shift from a “one size fits all” approach to one of greater emphasis on the individual in the learning process. While teachers seek ways to look at teaching, assessing, and learning through this different lens, the issue of successfully implementing differentiated instruction (DI) in the classroom continues to be challenging. This issue will be discussed with a focus on blending two major elements, backward design and formative assessment, as essential components in supporting and incorporating differentiated instruction in classrooms with mixed ability levels.

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Published

2020-09-14