“Look Fors” in Differentiated Classrooms

Type of Differentiation / Look Fors / Examples
Learning Environment
The way the classroom works and feels. The
differentiated classroom should include areas in which students can work quietly
as well as collaborate with others, materials that reflect diverse cultures, and
routines that allow students to get help when the teacher isn’t available. / Students experience and celebrate student strengths/weaknesses.
A sense of belonging and shared responsibilities of achievement is promoted in the classroom.
Teacher uses time, space, and materials flexibly.
Teacher involves students in understanding the nature of the classroom and in making it work for everyone.
Cooperative learning structures are used within the lesson.
Students are appropriately grouped for cooperative learning activities.
Students are given a variety of specific purposes for learning that connect to personal and class goals.
Students are aware that some learners need to move around while others do better sitting quietly.
Clear routines are evident which allow students to get help when the teacher is busy with other students and cannot help immediately.
Respectful behavior is demonstrated toward and among students.
The teacher gives clear guidelines for independent work that matches individual needs.
The room has a variety of materials that reflect different cultures and the environment shows sensitivity toward all ethnicities.
Participation by a broad range of students is evident.
Students are comfortable asking questions and requesting assistance.
Emphasis is placed on competition against self, not others.
The teacher communicates that all students’ contributions are vital and necessary for the classroom to function.
The room has places for student collaboration as well as a place to work quietly and without distraction.
Content
What the student needs to learn. The instructional concepts should be
broad based, and all students should be given access to the same core content.
However, the content’s complexity should be adapted to students’ learner profiles.
Teachers can vary the presentation of content, (e.g., textbooks, lecture,
demonstrations, taped texts) to best meet students’ needs. / Accommodations and modifications are observed.
A variety of materials at varying readability levels are provided.
Pacing of content presentation is varied for students as needed.
Content is adjusted based on student readiness or learning profile.
Text materials on tape are available for those students who need them.
Spelling or vocabulary lists are provided at readiness levels of students.
Teachers use an informal or formal pre-assessment to determine content differentiation.
Teachers meet with small groups to reteach an idea or skill for struggling learners or to extend the thinking of advanced learners.
Ideas are presented by auditory, visual, and kinesthetic means.
Teachers present multiple examples to increase relevancy and understanding.
Teachers plan activities according to readiness, interest, and learning profiles.
Teachers provide varied support systems such as notetaking organizers, highlighted print materials, digest of key ideas, and peer/adult mentors.
Teachers use a variety of instructional strategies to engage the students in learning.
Technology is being used to provide different learning experiences at the students’ readiness levels.
The teacher fosters relevance by helping students transfer and connect concepts to familiar and unfamiliar context.
Teachers use varied activities and groupings that are connected to learning modalities.
Process
Activities in which the student engages to make sense of or master the
content. Examples of differentiating process activities include scaffolding,
flexible grouping, interest centers, manipulatives, varying the length of time for a
student to master content, and encouraging an advanced learner to pursue a topic
in greater depth. / Students are provided choice in tasks.
Flexible grouping is based upon student performance, interests, and learning profiles.
The teacher offers manipulatives or other hands-on support for students who need them.
Differentiation strategies are evident (contracts, learning centers, tiered lesson, cooperative groups, cubing, curriculum compacting) through which all learners work with the same important understandings and skills but proceed with different plans.
Students are sometimes given a choice of working alone, with a partner, or in a small group.
Students are able to move to independent work or anchoring activities when they complete work.
The teacher varies the length of time a student may complete a task.
The teacher uses a variety of questions to probe different levels of thinking and verifies student understanding.
Product
The culminating projects that ask students to apply and extend what
they have learned. Products should provide students with different ways to
demonstrate their knowledge as well as various levels of difficulty, group or
individual work, and various means of scoring. / The teacher allows for varied student response.
Students are provided choices for learning products to demonstrate understanding.
The teacher uses evaluation rubrics based on student readiness and individual student outcomes.
Homework and classwork are appropriate to the students’ differing interests and readiness levels.
Informal assessments are designed to match students’ learning style.
A variety of assessment tasks are provided.
Product assignments stretch students in application of understanding and skill as well as in pursuit of quality.
Products allow and foster both critical and creative thinking.
Products blend multiple sources of information.
Use formative assessments and summative assessments on products.
Provide templates or organizers which guide students through each step of the product.
Provide student checkpoints for reflection.