The students complete an assessment that allows the teacher to gather data about their prior knowledge and levels of proficiency in a certain content area.
She may differentiate her questioning during the lesson based on student characteristics and preferences by asking more proficient students higher order thinking questions, inviting students to turn and talk to a partner or asking for simple non verbal responses. At the conclusion of the lesson, the students fill out an exit ticket as a formative assessment to help the teacher determine next steps.
The teacher delivers explicit instruction to the whole class with content she knows that majority of the class is ready for based on assessment data.
The students are offered a variety of ways to make sense of and practice the information.
The teacher meets with students in small strategy groups based on similar needs (not homogeneous levels) to support their learning based on formative assessment data (perhaps from informal observations or conferences or exit tickets)
The students demonstrate their learning in a variety of formats based on personal interest or strengths.
The teacher assesses student learning based on the products produced by the students and the instructional cycle resumes.