Differentiate Content: Element of Curriculum
A teacher can differentiate content. Content consists of facts, concepts, generalizations or principles, attitudes, and skills related to the subject, as well as materials that represent those elements. Content includes both what the teacher plans for students to learn and how the student gains access to the desired knowledge, understanding, and skills.
In many instances in a differentiated classroom, essential facts, material to be understood, and skills remain constant for all learners. (Exceptions might be, for example, varying spelling lists when some students in a class spell at a 2nd grade level while others test out at an 8th grade level, or having some students practice multiplying by two a little longer, while some others are ready to multiply by seven.) What is most likely to change in a differentiated classroom is how students gain access to core learning. Some of the ways a teacher might differentiate access to content include:
In many instances in a differentiated classroom, essential facts, material to be understood, and skills remain constant for all learners. (Exceptions might be, for example, varying spelling lists when some students in a class spell at a 2nd grade level while others test out at an 8th grade level, or having some students practice multiplying by two a little longer, while some others are ready to multiply by seven.) What is most likely to change in a differentiated classroom is how students gain access to core learning. Some of the ways a teacher might differentiate access to content include:
- Using math manipulatives with some, but not all learners, to help students understand a new idea.
- Using texts or novels at more than one reading level.
- Presenting information through both whole-to-part and part-to-whole approaches.
- Using a variety of reading-buddy arrangements to support and challenge students working with text materials.
- Reteaching students who need another demonstration, or exempting students who already demonstrate mastery from reading a chapter or from sitting through a reteaching session.
- Using texts, computer programs, tape recorders, and videos as a way of conveying key concepts to varied learners.