Keep the learning goal constant and vary the support that helps learners reach it. A vocabulary aid, a model of the reasoning, and a response frame can provide different entry points without creating three separate lessons or quietly reducing expectations for one group.

A misconception map helps you decide what to change before you replace an activity. Write down the reasoning you want to see, the wrong answers you might encounter, and one question that could distinguish their causes. Then revise the smallest part of the lesson that would make the reasoning visible.

A clear screen is useful. A clear account of what learners must think about is more useful. Start with the task and what learners already know.

Refresh one task in a lesson you already teach. Follow a worked example to connect the learning goal, student action, and evidence of understanding.