Content
The content of lessons may be differentiated based on what students already know. The most basic content of a lesson should cover the standards of learning set by the district or state. Some students in a class may be completely unfamiliar with the concepts in a lesson, some students may have partial mastery of the content - or display mistaken ideas about the content, and some students may show mastery of the content before the lesson begins. The teacher may differentiate the content by designing activities for groups of students that cover different areas of Bloom's Taxonomy. For example, students who are unfamiliar with the concepts may be required to complete tasks on the lower levels of Bloom's Taxonomy: knowledge, comprehension, and application. Students with partial mastery may be asked to complete tasks in the application, analysis and evaluation areas, and students who have high levels of mastery may be asked to complete tasks in evaluation and synthesis.
When teachers differentiate content, they may adapt what they want the students to learn or how the students will gain access to the knowledge, understanding, and skills (Anderson, 2007). In these instances, educators are not varying student objectives or lowering performance standards for students. They use different texts, novels, or short stories at a reading level appropriate for each individual student. Teachers can use flexible groups and have students assigned to like groups listening to books on tape or accessing specific internet sources. Students could have a choice to work in pairs, groups, or individually, but all students are working towards the same standards and objectives.
Read more about this topic: Differentiated Instruction
Famous quotes containing the word content:
“To be content with life—or to live merrily, rather—all that is required is that we bestow on all things only a fleeting, superficial glance; the more thoughtful we become the more earnest we grow.”
—G.C. (Georg Christoph)
“I am content to live it all again,
And yet again, if it be life to pitch
Into the frog-spawn of a blind man’s ditch.”
—William Butler Yeats (1865–1939)
“Thoughts tending to content flatter themselves
That they are not the first of fortune’s slaves,
Nor shall not be the last, like silly beggars
Who, sitting in the stocks, refuge their shame
That many have and others must sit there,
And in this thought they find a kind of ease.”
—William Shakespeare (1564–1616)