• The pace at which they learn.  They get their work done quickly and seek further assignments or direction.
• The depth of their understanding.  They ask probing questions that tend to differ from their classmates in depth of understanding and frequency.
• The interests that they hold.  They have interests in areas that are unusual or more like the interests of older students.  They often get "hooked" on certain topics.

Planning

• Evidence of planning for differentiation at the same time that activities for all students are designed.
• Availability of activities, not “extra credit”, that replace work students have demonstrated they do not need to do (for those who “finish early”).
• Teacher sees himself/herself as facilitator, orchestrator, designer or coach; the teacher presents conditions for learning.
• Teacher does not assume that all students need a given task or segment of study.
• Variable and flexible pacing is evident.
• Instruction is concept-focused and principle driven.
• Instruction stresses a variety of sense-making activities or processes through which students can come to understand and “own” information and ideas.
• Planning with team members or other colleagues is evident.
• Use of multiple texts and supplementary materials is present.
• Use of computer programs or interest centers is present.
• Modification of instruction is based on assessment data.

Products

• Adequate time both for the careful selection of a topic that is likely to keep a student interested and for adequate time to work on the related project during the school day.
• A menu of ways in which information may be shared is offered.
• Written products are sometimes avoided, since writing slows down the fluent thinking of some students.
• Adjustments based on students’ learning profile.
• Some students need a longer period to reflect on ideas before applying them.
• Other students prefer quick action.
• Some students learn best as they tell stories about ideas being explored.
• Some students create mind maps.
• Some students construct three-dimensional representations.
• Some students learn best through practical application of ideas.
• Some students learn best by the analytical approach.
• Students explore, apply and understand the key concepts of the subject being studied.
• Product criteria negotiated jointly by student and teacher.
• Tasks and products designed with a multiple intelligence orientation.

Work Groups

• Flexible grouping is consistently used.
• Students work alone.
• Students work in pairs.
• Students work in groups.
• Groups/tasks are readiness-based, interest-based, learning style-based or a combination.
• Students self-select peers with whom to work.
• Whole group for introducing new ideas, planning, or sharing learning.

Evaluation

• Criteria for evaluating student work are presented before students begin actual work.
• Students earn equivalent credit for differentiated work. Assessment is predicated on student growth and goal attainment.
• A variety of options are available though which students can demonstrate or exhibit what they have learned.

Samples That Are NOT Considered Differentiation

• Assignments are the same for all learners.
• Assignment adjustments consist of varying the level of difficulty of questions for certain students.
• Some students are graded harder than others.
• Those who finish early get to play enrichment games.
• Students are given extension assignments (extra math problems or extra book reports) after finishing “regular” work.
• Students are getting high grades so no differentiation is needed.
• Instruction stresses retention and regurgitation of fragmented bits of information.
• The focus is on coverage-based curriculum.
• Independent projects are assigned.