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How can I differentiate instruction so that all students from all backgrounds have access to the curriculum?

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How do the classroom assessments connect to or leverage the cultural wealth of the students?

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What methodology is used to determine the instructional differentiation? Does this methodology equitably center different population demographics within the class?

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What protocols are in place to promote student agency in interactions with peers and teachers?

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What aspects or components of this classroom environment cultivate responses that promote learning, and for whom? What in this environment promotes distraction, and for whom?

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How does the curriculum positively impact or adversely affect student growth and connect to life experiences? Are the impacts experienced by all students or just some, and why does this matter?

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What are students doing to show ownership of the curriculum, and/or to apply future learning of the curriculum, in and outside of the classroom? Do all students have access to opportunities to demonstrate this ownership and/or application?

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To what extent has the curriculum been modified to meet the needs of all learners? If it has not been modified, why not?

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For whom is the curriculum rigorous? Who will experience the appropriate amount of challenge: all students? Some? Few? None? Why does this matter?

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Do the norms and expectations of this learning space empower ALL the students and cultures represented therein? If not, what bias(es) might be present in those norms and expectations? Are these norms and expectations inclusive for ALL learners and their specific needs, or just some? Whose voices contributed to the construct of the norms/agreements/expectations?

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How does the teacher differentiate the management of classroom norms, resources, and learning opportunities to account for varying levels of readiness and needs (i.e. language supports, IEP accommodations, etc.)?

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How does the teacher manage the allocation of available resources to support the achievement of all students?

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How is the teacher identifying opportunity gaps within the classroom context (gaps in resource access, learning/achievement access, support access, etc.)?

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How is the teacher empowering students to overcome disparities and challenges?

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How can the teacher ensure that all speakers – native speakers, non-native speakers, and non-verbal speakers – are held to high expectations?

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How is the teacher providing and managing opportunities for meaningful student collaboration, such that all are presented with high expectations and accountably held to high expectations?

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How does the teacher ensure that assessment questions (the words and structures of the questions) are accessible for diverse learners in the classroom?

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To what extent do the classroom assessments disproportionately cater to specific learning preferences (and therefore advantage specific student groups)?

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Is student talk balanced across languages and levels of English proficiency? How so or why not? what pivots or actions might be necessary to affect broader participation?

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Are the questions of the lesson – from the teacher, within the materials, etc. – tapping into the cultural wealth of the students in the classroom? How so, or why not?

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How does the teacher navigate the equity-pacing challenge (planning opportunities for all students to succeed while also maintaining a pace that ensures completion of the curriculum)?

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How can the teacher embed opportunities to showcase diversity when the curriculum lacks equitable representation of the diverse classroom community?

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To what extent does the curriculum – whether teacher-generated or district-provided – provide opportunities for instructional differentiation, such that that all learners can see/discover/explore themselves through the content of their studies?

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To what extent does the learning environment make space for big-moment pauses, including apologies from those in “power positions” when necessary?

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To what extent does the environment promote productive failure and power-sharing, and what is the relationship between the two? Is there a clear hierarchy in the space, such that “classroom power” is only held by those who rarely mess up or make mistakes (i.e. teacher and some students); or do all students have opportunities to lead and steer, even if (and perhaps because) they struggle regularly?

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How can the teacher establish discussion or talking norms to ensure that all voices, particularly those who tend to remain quiet, feel safe, able, and motivated to contribute to their ideas?

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How is the classroom rapport established and continually re-established so that the perspectives of all stakeholders are invited and involved in the making of class culture?

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What evidence is there that all students in the room feel empowered (encouraged and equipped) to share their learning and speak their voice?

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What is the theme of the classroom, and to what extent does that theme encompass or represent the varied cultures and backgrounds of the students?

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How is the teacher ensuring that students feel welcome and included – that they belong, that their lived perspectives matter (and that they aren’t simply expected to fit-in)?

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How does the seating arrangement help students access success? Does it help all students or only some?

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Do the materials and resources available in the classroom authentically welcome and support the diversity present in the room? How does the arrangement of the space – the organization of materials and resources – accommodate different cultural, linguistic, and physical needs?

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To what degree can students access what they need independently, such that the environment promotes student agency and feels respectful?

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What accountability features are in place to help manage student work time? How are those accountability features ensuring that all students have access to success opportunities?

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Do students' roles and responsibilities in the management of this classroom foster their sense of belonging? Who is represented/included in the leadership of this learning space?

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What dispositions, policies, and protocols exist and/or could be established in this classroom to encourage equity-centered assessment and measurement practices?

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To what extent are all students celebrated for their successes? Are only certain kinds of success celebrated? If so, what kinds? Where are there opportunities to celebrate more/other kinds of success so that more/all students feel seen and valued for their good efforts?

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To what extent do the teacher’s instructional strategies, language, and non-verbal cues exhibit any bias? What evidence is there that bias is present or absent?

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Students bring many assets and forms of capital into the learning space. Which ones are present/incorporated/valued in the delivery of this lesson? And so what?

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What strategies and/or technologies are empowering non-native English speakers to high levels of engagement?

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To what extent does the teacher ensure that all voices are invited and heard when asking questions to check for understanding?

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Which students can explain what they are learning in this lesson? And so what (how should this data inform the teacher’s pedagogy)?

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How do the instructional methods break down learning barriers? To what extent do the strategies and scaffolds meet diverse needs and allow students to master standards?

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How accessible is the learning: What teaching strategies are being implemented; for whom are they creating agency and empowerment (and why), and for whom are they not (and why)?

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How is student diversity acknowledged/showcased in the décor of the space – the visible elements of the classroom, the sounds of the classroom, the design of the space, etc.?

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How does the teacher showcase/celebrate different perspectives and voices to share a variety of student strengths and highlight/reveal different forms of capital that students are bringing with them into the space?

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To what extent are differently abled students and multilingual students provided with engagement spaces that see and value them?

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Who is contributing meaningfully to conversations in this environment? Why might that be?

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What groups are represented in the content of the lesson, unit, curriculum? Do they reflect the makeup of the classroom? Discuss the impact of the representation – or lack thereof.

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For whom is the content of this lesson/unit/curriculum relevant beyond the classroom – all students; some students; few; none? Why does this matter?

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What meaningful opportunities are present in the curriculum of this lesson/unit/course? To what extent are those meaningful opportunities present for all students? If there are opportunity gaps, what are they (which students are advantaged by this particular curriculum)?

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Does the curriculum – the subjects, scope, and sequence of content – present any barriers that may block students from meaningful learning experiences? If so, what are the barriers, and which students/groups are impacted?

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To what extent do the instructional methods empower differently abled people or people of different language backgrounds? How so, or why not?

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To what extent do the classroom assignments disproportionately acknowledge and/or cater to specific learning preferences (and therefore advantage specific student groups)?

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How effectively do the instructional strategies and routines empower student voice and help learners take ownership over their own learning?

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How does the teacher ensure that feedback practices are fair (i.e. that all students have equitable access to meaningful feedback – that some do not receive high-quality feedback regularly while others receive limited or low-quality feedback)?

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Are all students required to produce results in the same way; if so, which student groups are advantaged, and if not, then what are the different ways by which students can show learning?

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How does the teacher modify assessments and feedback methods to remove barriers to success for EE and EL students?

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How does grade/progress reporting – distributing reports to families, for instance – mitigate for language barriers and give stakeholders meaningful awareness of their students’ competencies?

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With whom is the teacher partnering – and how is the teacher leveraging their partners’ expertise – to best serve students with different abilities, students from different backgrounds and cultures, students with different interests and passions, and students with different assets/forms of capital?

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To what extent is the teacher leading in ways that acknowledge, affirm, and boost/sustain the different forms of capital (i.e. aspirational, resistant, navigational) brought into the classroom by students (particularly from communities of color)?

[See Dr. Tara J. Yosso’s descriptions of the 6 forms of cultural capital]

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How is the teacher distributing leadership opportunities among students to ensure equity? Who is and is not represented among the leadership roles within the classroom?

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Do the norms and expectations of this learning space empower ALL the students and cultures represented therein? If not, what bias(es) might be present in those norms and expectations? Are these norms and expectations inclusive for ALL learners and their specific needs, or just some? Whose voices contributed to the construct of the norms/agreements/expectations?

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How do you empower students to be leaders within the classroom? What evidence is there/will there be that students/groups see themselves as partners with the teacher in the management and leadership of the classroom?

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Who gets to voice their thoughts and opinions about how the space is designed, the classroom run, and the resources managed? Is there diversity in the expression of those voices?

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Can all students access the materials available in the classroom? Do they know how to access everything they need, or are their barriers (barriers to the supports, and/or barriers to knowledge about the supports)?