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In the situation of my science class, I may choose to differentiate the content, rather then the process. I could "launch my curriculum from key concepts and principles to ensure that struggling learners focus on what is most important" (Tomlinson, 1998). The differentiation in the classroom would focus around the development of the complexity of the content from within the curriculum unit, with struggling learners reviewing and manipulating the information so that they can make links to their everyday life, the average learner would access the information provided and use it in different ways to create meaning within a scope of ideas and the advanced level learners may use the information to create new understanding and to relate it to a different topic or idea...
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The differentiation in the classroom would focus around the development of the complexity of the content from within the curriculum unit, with struggling learners reviewing and manipulating the information so that they can make links to their everyday life, the average learner would access the information provided and use it in different ways to create meaning within a scope of ideas and the advanced level learners may use the information to create new understanding and to relate it to a different topic or idea...
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