Teacher observation guide
Differentiation That an Observer Can Actually See
Make access, scaffolds, and extensions visible without lowering cognitive demand.
Direct answer: Observable differentiation changes access, support, process, or extension in response to learner evidence while keeping the essential cognitive goal intact.
What to do before the observation
- Name the nonnegotiable thinking every student must do.
- Identify the barrier, not a fixed label for the learner.
- Offer targeted supports such as models, vocabulary, rehearsal, or representations.
- Plan when a support can fade.
- Extend through depth, transfer, or complexity rather than extra quantity.
Evidence an administrator may see
- different supports leading to the same core outcome
- flexible groups based on current evidence
- extensions that deepen reasoning
A stronger classroom example: Students may use a visual model, oral rehearsal, or vocabulary bank before completing the same evidence-based explanation, while ready students test the claim in a new context.
Common mistakes to avoid
- lowering the thinking for students who need access
- giving early finishers more of the same
- using permanent ability groups as the only response
Use this with your exact framework
Choose the framework your administrator actually uses, then apply this guidance to its exact component labels and local evidence rules. Go Distinguished keeps those labels aligned with the framework selected in the lesson tool.
Related observation guides
Teacher Observation Preparation: A Practical GuideWhat Distinguished Teaching Evidence Can Look LikeHow to Make Student Ownership Visible During an Observation
Apply it to your lesson
Use the selected framework to strengthen visible evidence while keeping the lesson authentic.
Strengthen my lesson for $1.99