Goal stays: Understanding the concept and using it to make a reasoned choice.

When to try it

The learner can do each part but loses the sequence.

Teacher move

Separate directions into meaningful steps. Show the whole destination, then highlight the current step.

Art → other subjects

For a foam-plate print, show: plan a shape → score the foam with a pencil → test → revise. In science, use the same step structure for a suitable procedure.

Check the effect

Can the learner identify and begin the next step without another explanation?

Keep in mind

Do not fragment the concept so much that its purpose disappears.

Research-informed practice EEF · High-quality teaching for pupils with SEND Art example: original practitioner adaptation; not an individually tested intervention.

Goal stays: Understanding the concept and using it to make a reasoned choice.

When to try it

A process or quality standard is still invisible.

Teacher move

Think aloud through one important choice, including an error and a correction. Invite learners to explain the choice.

Art → other subjects

Compare two crops of a photograph and explain how each changes emphasis; transfer to selecting evidence in writing.

Check the effect

Can the learner explain a decision in a new example?

Keep in mind

Do not turn one model into the only acceptable outcome.

Research-informed practice EEF · High-quality teaching for pupils with SEND Art example: original practitioner adaptation; not an individually tested intervention.

Goal stays: Understanding the concept and using it to make a reasoned choice.

When to try it

Verbal explanation alone is not making the structure clear.

Teacher move

Place a simple, labeled visual beside the relevant explanation. Describe essential visual information aloud.

Art → other subjects

Label foreground, middle ground and background on one image; use the same approach for a system diagram.

Check the effect

Can the learner point to and explain the relationship without copying your wording?

Keep in mind

Avoid decorative clutter. Provide an accessible equivalent for visual information.

Research-informed practice IES · Organizing instruction and study Art example: original practitioner adaptation; not an individually tested intervention.

Goal stays: Understanding the concept and using it to make a reasoned choice.

When to try it

Learners repeatedly need the same process or criterion.

Teacher move

Co-create a concise reference with examples. Model how to consult it during work.

Art → other subjects

Keep three ways to show contrast beside sample marks; in writing, keep examples of evidence and explanation.

Check the effect

Do learners use the reference to make a specific improvement?

Keep in mind

A wall display is not a support until learners can find and use it.

Framework-informed adaptation CAST UDL Guidelines Art example: original practitioner adaptation; not an individually tested intervention.

Goal stays: Understanding the concept and using it to make a reasoned choice.

When to try it

Learners interpret a new idea through incomplete or conflicting prior knowledge.

Teacher move

Ask for a prediction, sketch or explanation before teaching. Respond to the reasoning you see.

Art → other subjects

Ask what makes an object appear farther away before teaching perspective; use a prediction before a science demonstration.

Check the effect

Does the revised explanation address the initial misconception?

Keep in mind

IES rates evidence for pre-questions as minimal. This diagnostic prompt is a practitioner adaptation, not proof of a learning gain. Do not use one response as an ability label.

Research-informed practice IES · Organizing instruction and study Art example: original practitioner adaptation; not an individually tested intervention.

Goal stays: Understanding the concept and using it to make a reasoned choice.

When to try it

Print, visual, audio or physical access interferes with the intended learning.

Teacher move

Offer readable digital text, captions, described images or accessible tools as appropriate to the task and individual plan.

Art → other subjects

Describe an artwork’s relevant composition and provide zoomable detail; offer accessible text for its context.

Check the effect

Can the learner engage with the same essential idea through the accessible material?

Keep in mind

Access is not a reward. Check that the alternative preserves information essential to the goal.

Framework-informed adaptation CAST UDL Guidelines Art example: original practitioner adaptation; not an individually tested intervention.

Goal stays: Explaining a subject idea with relevant evidence; retain language goals when they are the intended learning.

When to try it

An important concept depends on unfamiliar academic language.

Teacher move

Choose a few high-value words. Explain, show examples and non-examples, and return to them in discussion and writing across several lessons.

Art → other subjects

Use “contrast” to compare color, value and texture; transfer it to comparing viewpoints in a text.

Check the effect

Can learners use the word accurately in a different example?

Keep in mind

Do not overload the lesson with a long vocabulary list.

Research-informed practice IES · Teaching academic content and literacy to English learners Art example: original practitioner adaptation; not an individually tested intervention.

Goal stays: Explaining a subject idea with relevant evidence; retain language goals when they are the intended learning.

When to try it

The learner has an idea but needs help structuring its expression.

Teacher move

Offer optional stems with room for different reasoning. Choose the stem for the language function and the learner’s current needs; a frame is only one possible support. Gradually reduce the frame when useful.

Art → other subjects

“The focal point is ___ because ___.” Transfer to “The evidence suggests ___ because ___.”

Check the effect

Does the explanation contain the learner’s reasoning, not just completed blanks?

Keep in mind

Frames should support expression, not limit complexity or voice. Retain frames that remain necessary for access or are required by an individual plan.

Framework-informed adaptation WIDA · 2023 Implementation Guide, pp. 67–68 Art example: original practitioner adaptation; not an individually tested intervention.

Goal stays: Explaining a subject idea with relevant evidence; retain language goals when they are the intended learning.

When to try it

Immediate whole-class response conceals what a learner knows.

Teacher move

Provide thinking time, then a short partner rehearsal before inviting a contribution.

Art → other subjects

Privately describe one compositional choice, rehearse with a partner, then contribute to critique.

Check the effect

Does the later response show clearer reasoning or more precise language?

Keep in mind

Do not require public sharing as proof that rehearsal worked.

Research-informed practice IES · Teaching academic content and literacy to English learners Art example: original practitioner adaptation; not an individually tested intervention.

Goal stays: Explaining a subject idea with relevant evidence; retain language goals when they are the intended learning.

When to try it

The learner is developing the language of instruction alongside the subject.

Teacher move

Invite planning, labeling or discussion in a familiar language, then support links to the target terms.

Art → other subjects

Annotate a sketch in a familiar language before developing a bilingual artist statement.

Check the effect

Can the learner connect the concept across languages and explain it in an appropriate format?

Keep in mind

Never assume a learner reads or writes every language they speak.

Framework-informed adaptation WIDA · Can Do Philosophy Art example: original practitioner adaptation; not an individually tested intervention.

Goal stays: Explaining a subject idea with relevant evidence; retain language goals when they are the intended learning.

When to try it

Writing or speaking demands obscure learning that is not itself about that mode.

Teacher move

Offer two or three equivalent ways to demonstrate the same criterion: spoken, written, visual or supported digital response.

Art → other subjects

Explain composition through an annotated image or recorded explanation; both must justify choices.

Check the effect

Does each format reveal comparable evidence against the same criterion?

Keep in mind

If writing or speaking is the learning goal, changing the mode may change the objective.

Framework-informed adaptation CAST UDL Guidelines Art example: original practitioner adaptation; not an individually tested intervention.

Goal stays: Explaining a subject idea with relevant evidence; retain language goals when they are the intended learning.

When to try it

Connections are understood but difficult to organize.

Teacher move

Offer a simple organizer for compare, cause or claim-and-evidence. Let learners adapt or leave it when ready.

Art → other subjects

Use “choice → visual effect → reason” to plan an artist statement; transfer to evidence-based argument.

Check the effect

Are the relationships clearer in the final explanation?

Keep in mind

An organizer is a tool, not an extra worksheet to complete.

Research-informed practice EEF · High-quality teaching for pupils with SEND Art example: original practitioner adaptation; not an individually tested intervention.

Goal stays: Completing the same essential thinking, with a clearer route into the work.

When to try it

A learner understands the task but has not begun.

Teacher move

Identify one concrete opening action and show what completion of that action looks like.

Art → other subjects

Choose two thumbnail compositions before developing one; in writing, select the strongest piece of evidence first.

Check the effect

Does the learner begin and then continue with less prompting?

Keep in mind

Do not quietly substitute an easier learning goal.

Framework-informed adaptation CAST UDL Guidelines Art example: original practitioner adaptation; not an individually tested intervention.

Goal stays: Completing the same essential thinking, with a clearer route into the work.

When to try it

Learners lose track of requirements during a complex task.

Teacher move

Translate a few essential criteria into observable checks. Use the checklist on a sample before independent work.

Art → other subjects

“My composition has a focal point; I can explain how I created it.” Transfer to a claim and supporting evidence.

Check the effect

Can the learner locate a missing element and take the next step?

Keep in mind

Avoid long compliance lists or criteria that prescribe identical products.

Research-informed practice EEF · High-quality teaching for pupils with SEND Art example: original practitioner adaptation; not an individually tested intervention.

Goal stays: Completing the same essential thinking, with a clearer route into the work.

When to try it

The deadline is visible but the route to it is not.

Teacher move

Agree on a small number of interim products and a brief review point for each.

Art → other subjects

Set checkpoints for exploration, draft, critique and revision; transfer to a research project.

Check the effect

Are checkpoint products helping learners adjust rather than merely showing completion?

Keep in mind

Keep room to revise the plan when the work changes.

Framework-informed adaptation CAST UDL Guidelines Art example: original practitioner adaptation; not an individually tested intervention.

Goal stays: Completing the same essential thinking, with a clearer route into the work.

When to try it

Locating tools or materials repeatedly interrupts learning.

Teacher move

Use clear labels, a consistent material layout and an example of a ready workspace. Offer an accessible alternative.

Art → other subjects

Arrange paper, a foam plate, a pencil and other suitable printing materials in a visible sequence; similarly label materials for a science investigation.

Check the effect

Is less time spent searching and more time spent on the intended thinking?

Keep in mind

Do not confuse one preferred arrangement with everyone’s access needs.

Framework-informed adaptation CAST UDL Guidelines Art example: original practitioner adaptation; not an individually tested intervention.

Goal stays: Completing the same essential thinking, with a clearer route into the work.

When to try it

Learners start quickly but do not select a useful approach.

Teacher move

Ask: What is the goal? What will I try? What will tell me it is working? Model a brief answer.

Art → other subjects

Before a drawing, choose how to compare proportions; before reading, choose how to track a claim.

Check the effect

Can learners connect the chosen strategy to the goal and adjust it?

Keep in mind

Keep planning proportionate. It should not consume the making or learning time.

Research-informed practice EEF · High-quality teaching for pupils with SEND Art example: original practitioner adaptation; not an individually tested intervention.

Goal stays: Completing the same essential thinking, with a clearer route into the work.

When to try it

Too many options stall action, or a single route blocks engagement.

Teacher move

Offer two or three meaningful routes that meet the same goal, with clear criteria and comparable demands.

Art → other subjects

Investigate visual balance through collage or drawing. In another subject, offer two response formats only when both reveal the same intended learning.

Check the effect

Can learners explain their choice and begin meaningful work?

Keep in mind

Choice is not differentiation if one route avoids the intended learning.

Framework-informed adaptation CAST UDL Guidelines Art example: original practitioner adaptation; not an individually tested intervention.

Goal stays: Applying the intended knowledge or skill and using evidence to improve it.

When to try it

Learners recognize material in the lesson but cannot recall it later.

Teacher move

Use a brief, low-stakes retrieval prompt, give corrective feedback, and revisit the idea in later lessons.

Art → other subjects

From memory, sketch two ways to create depth, then check and apply one to a new image.

Check the effect

Can learners retrieve and apply the idea after a later interval?

Keep in mind

Keep retrieval relevant and accessible; do not turn every recall attempt into a grade.

Research-informed practice IES · Organizing instruction and study Art example: original practitioner adaptation; not an individually tested intervention.

Goal stays: Applying the intended knowledge or skill and using evidence to improve it.

When to try it

Independent practice is too large a leap from demonstration.

Teacher move

Pair a worked example with a related task. Ask learners to explain the example before solving the next problem.

Art → other subjects

Study an annotated proportion comparison, then make and justify a comparison in a different drawing.

Check the effect

Can learners explain why the method works and use it on a new example?

Keep in mind

Fade temporary worked support in response to evidence, not a fixed timetable. Keep any support still needed for access or required by an individual plan.

Research-informed practice IES · Organizing instruction and study Art example: original practitioner adaptation; not an individually tested intervention.

Goal stays: Applying the intended knowledge or skill and using evidence to improve it.

When to try it

You need evidence about a specific idea before extending it.

Teacher move

Ask one diagnostic question with revealing alternatives. Inspect reasoning and decide whether to reteach, practice or extend.

Art → other subjects

Show two compositions and ask which has a clearer focal point and why; transfer to evaluating two arguments.

Check the effect

Does the response distinguish a misconception from a language or format barrier?

Keep in mind

One answer is a clue, not a permanent grouping decision.

Research-informed practice EEF · Teacher feedback Art example: original practitioner adaptation; not an individually tested intervention.

Goal stays: Applying the intended knowledge or skill and using evidence to improve it.

When to try it

A learner knows a piece needs improvement but not what to change.

Teacher move

Name one high-value gap linked to the goal. Give time and tools to act on it.

Art → other subjects

“Increase the value difference around your focal point, then compare the effect.” Transfer to strengthening one piece of evidence.

Check the effect

Does the revision address the gap, and can the learner explain the change?

Keep in mind

More comments are not automatically better feedback.

Research-informed practice EEF · Teacher feedback Art example: original practitioner adaptation; not an individually tested intervention.

Goal stays: Applying the intended knowledge or skill and using evidence to improve it.

When to try it

Peer comments stay at “good” or focus on taste.

Teacher move

Model how to identify evidence against a criterion. Use a short protocol: notice, connect to criterion, suggest a next step.

Art → other subjects

A partner locates the focal point and explains the visual evidence before suggesting a change.

Check the effect

Is feedback accurate, respectful and used selectively in revision?

Keep in mind

This three-part protocol is an original practitioner adaptation, not an individually tested intervention. The teacher remains responsible for correcting misleading feedback.

Research-informed practice EEF · Feedback toolkit Art example: original practitioner adaptation; not an individually tested intervention.

Goal stays: Applying the intended knowledge or skill and using evidence to improve it.

When to try it

You need to decide where the next lesson should start.

Teacher move

Ask for one piece of evidence tied to the goal. Sort responses by next instructional need, then respond next time.

Art → other subjects

Ask learners to mark a compositional choice and explain its effect; use the pattern to plan a brief reteach.

Check the effect

Did the next lesson change in response to what learners showed?

Keep in mind

Do not collect reflections that never inform teaching or learner action.

Research-informed practice EEF · Teacher feedback Art example: original practitioner adaptation; not an individually tested intervention.

Goal stays: Contributing to the same meaningful subject learning through an accessible route.

When to try it

Fast responses dominate and quieter thinking remains invisible.

Teacher move

Pose a meaningful question, provide quiet processing time, and allow notes or sketches before discussion.

Art → other subjects

Ask learners to locate an artwork’s tension, sketch a mark, then explain their observation.

Check the effect

Do more learners offer reasoned responses through an available route?

Keep in mind

There is no universal number of seconds that fits every question or learner.

Framework-informed adaptation CAST UDL Guidelines Art example: original practitioner adaptation; not an individually tested intervention.

Goal stays: Contributing to the same meaningful subject learning through an accessible route.

When to try it

A single discussion format prevents some learners from contributing.

Teacher move

Allow a spoken contribution, a written note, an annotated image or a question shared through a partner.

Art → other subjects

During critique, collect written observations alongside discussion and bring both into the response.

Check the effect

Is each route valued and considered in the learning conversation?

Keep in mind

Do not make alternatives visibly lower-status or remove essential communication goals.

Framework-informed adaptation CAST UDL Guidelines Art example: original practitioner adaptation; not an individually tested intervention.

Goal stays: Contributing to the same meaningful subject learning through an accessible route.

When to try it

Group work becomes uneven, confusing or socially risky.

Teacher move

Define a shared outcome, teach interaction moves and offer flexible roles that can rotate.

Art → other subjects

A group compares possible exhibition arrangements, recording each member’s reasoning before deciding.

Check the effect

Can each learner explain the shared decision and their contribution?

Keep in mind

Avoid fixed roles that repeatedly assign some learners the least demanding thinking.

Framework-informed adaptation CAST UDL Guidelines Art example: original practitioner adaptation; not an individually tested intervention.

Goal stays: Contributing to the same meaningful subject learning through an accessible route.

When to try it

Examples feel remote or suggest only one kind of experience matters.

Teacher move

Offer varied contexts and invite optional connections to interests or experiences. Keep personal disclosure optional.

Art → other subjects

Explore pattern through architecture, textiles or digital design; learners choose a context to investigate.

Check the effect

Does the connection deepen attention to the concept rather than replace it?

Keep in mind

Never ask a learner to represent a whole culture or disclose private experience.

Framework-informed adaptation CAST UDL Guidelines Art example: original practitioner adaptation; not an individually tested intervention.

Goal stays: Contributing to the same meaningful subject learning through an accessible route.

When to try it

Transitions or unclear expectations consume attention.

Teacher move

Preview the lesson sequence, signal changes and model a routine for asking for help or taking an agreed break.

Art → other subjects

Display look → experiment → discuss → revise, and explain any change before moving to critique.

Check the effect

Can learners anticipate the next activity and rejoin the learning?

Keep in mind

Predictability supports access; it should not become inflexibility or a behavior penalty.

Framework-informed adaptation CAST UDL Guidelines Art example: original practitioner adaptation; not an individually tested intervention.

Goal stays: Contributing to the same meaningful subject learning through an accessible route.

When to try it

A support is available but unused or not helping.

Teacher move

Privately ask which part is difficult, what has helped and which option the learner wants to test. Review together.

Art → other subjects

Ask whether a demonstration replay, a tool adaptation or a quieter work area would help with the same making goal.

Check the effect

Do learner feedback and work evidence both suggest improved access?

Keep in mind

Do not make learners prove an access need or renegotiate an established individual plan.

Framework-informed adaptation CAST UDL Guidelines Art example: original practitioner adaptation; not an individually tested intervention.

Goal stays: Working toward the stated learning objective with appropriate challenge and support.

When to try it

You need to know whether a prerequisite is secure.

Teacher move

Use a short, targeted task before instruction. Separate conceptual understanding from language or access demands.

Art → other subjects

Ask learners to arrange three values and explain the contrast before starting a tonal study.

Check the effect

Does the check identify a teachable next step for this task?

Keep in mind

Readiness is specific and changeable, not a fixed ability label.

Research-informed practice EEF · High-quality teaching for pupils with SEND Art example: original practitioner adaptation; not an individually tested intervention.

Goal stays: Working toward the stated learning objective with appropriate challenge and support.

When to try it

Several learners need the same next explanation or practice.

Teacher move

Bring learners together for a targeted mini-lesson, then reassess and change groups when the need changes.

Art → other subjects

Run a short group on comparing proportions while others apply or extend the skill.

Check the effect

Can learners use the strategy independently after returning to the main task?

Keep in mind

Avoid permanent “high” and “low” groups or assuming the same need across subjects.

Research-informed practice EEF · Flexible grouping Art example: original practitioner adaptation; not an individually tested intervention.

Goal stays: Working toward the stated learning objective with appropriate challenge and support.

When to try it

Learners share a goal but need different amounts of structure.

Teacher move

Offer optional prompts, partial examples or guided practice, then review which support is still needed.

Art → other subjects

All justify a composition; some use a question sequence, others plan the explanation independently.

Check the effect

Can learners meet the criterion with increasing independence where appropriate?

Keep in mind

Temporary scaffolds may fade; required access tools and accommodations stay. Review changes through the individual-plan process.

Research-informed practice EEF · High-quality teaching for pupils with SEND Art example: original practitioner adaptation; not an individually tested intervention.

Goal stays: Working toward the stated learning objective with appropriate challenge and support.

When to try it

A learner already demonstrates the intended learning.

Teacher move

Ask for transfer, comparison, a constraint, a counterexample or a defended decision rather than extra repetitions.

Art → other subjects

Create two alternative compositions, each with an effective focal point achieved through a different method; defend when each works best.

Check the effect

Does the response reveal more flexible reasoning or a better justified decision?

Keep in mind

Keep extension meaningful; do not use it as a reward for speed.

Framework-informed adaptation CAST UDL Guidelines Art example: original practitioner adaptation; not an individually tested intervention.

Goal stays: Working toward the stated learning objective with appropriate challenge and support.

When to try it

A learner can already perform the routine practice accurately and explain why.

Teacher move

Use more than one piece of evidence to check what is secure. Try reducing some repeated practice and offer a relevant application, while retaining spaced review.

Art → other subjects

After demonstrating value control in more than one task, apply it to a more complex lighting problem while revisiting value control over time.

Check the effect

Does later work show that the omitted practice was genuinely secure?

Keep in mind

This is a practitioner adaptation of adjusting challenge, not a validated compacting protocol. Recheck later recall and application; do not infer mastery from speed or one response.

Framework-informed adaptation CAST UDL Guidelines Art example: original practitioner adaptation; not an individually tested intervention.

Goal stays: Working toward the stated learning objective with appropriate challenge and support.

When to try it

A common task contains several possible next steps.

Teacher move

Keep the shared learning aim visible. Agree on one next step from the learner’s work and review it soon.

Art → other subjects

Within composing for emphasis, one learner refines value contrast while another tests competing focal points.

Check the effect

Can the learner show progress on the chosen step and connect it to the shared aim?

Keep in mind

If the expected learning itself changes, identify it as a modified objective and follow the individual plan.

Research-informed practice EEF · High-quality teaching for pupils with SEND Art example: original practitioner adaptation; not an individually tested intervention.