Differentiating content is best accommodated by pretesting students using objective-referenced tests or performance-based assessments, in order for the teacher to identify students who do not require as much direct instruction. Students who demonstrate a strong understanding of the concepts can skip the instruction step and move directly to applying the concepts in solving a problem. This strategy is often referred to as compacting the curriculum. Another way to differentiate content is simply to permit students of higher-level ability to accelerate their rate of progress. They can work ahead of other class members on independent projects because they have the ability to cover the content faster than their peers.
Differentiating the process involves varying the learning activities or strategies to provide appropriate methods for each student or group of students to explore the concepts. When differentiating the process, it is important to provide alternative ways in which students can manipulate the ideas embedded within the concepts. Students may use graphic organizers, diagrams, charts, or other materials to display their comprehension. Varying the complexity of the tools or materials can effectively facilitate different levels of cognitive processing for students of differing abilities.
Differentiating the product means varying the complexity of the product that students create to demonstrate mastery of the concepts. Different products can be categorized under Gardner’s theory of multiple intelligences. For example, linguistic products might include writing a letter to the editor or participating in a debate, while kinesthetic products might include making a collage or conducting an experiment.
Students identified as working below grade level may have reduced performance expectations, while students above grade level may be asked to produce work that requires higher-level thinking. Offering students a choice among a few different products within a category may help to engage and motivate students around the learning, particularly among older students with more defined specific interests.
Differentiating the learning environment accommodates the different learning styles of students. In a learning environment where students have choice and some perceptible level of control of their learning, independent learning is fostered. Students are encouraged to support each other in learning groups. However, not all students can work collaboratively and learn at the level they need. Some students will need to have distractions removed or limited. Working at a desk away from their group may be the best option. The goal of differentiating the environment is to support each student’s learning style so they can be successful in a multi-ability classroom.