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Differentiating Content - Same Learning Goal; Adapted Materials and Timelines**

All teachers must begin planning for instruction with one **//non-negotiable//** in mind: The standard or objective students are expected to achieve as a result of the instruction. This is not necessarily the objective printed in the textbook but rather the state standard to be achieved. Differentiated instruction is intended to reach that goal by adapting what the student learns or how student may access the knowledge without lowering or devaluing the standard to be attained.

Before beginning instruction it is beneficial to know what understandings and prior experiences students are bringing to the table. Through conversations, preassessments, or other formative assessments a teacher has a better understanding of where to begin, what information is missing that must be provided or misconceptions must be addressed for new learning to occur, and which students already have a grasp of the material and may benefit from enrichment.

Differentiating content may include one or more of the following:
 * Designing discussions, activities, and assignments at different levels of Bloom's Taxonomy
 * Students needing to build background knowledge may need to begin with developing their knowledge, comprehension, and application skills, whereas other students may be able to extend their understanding by developing their synthesis, evaluation, and creation skills
 * Selecting various resources to help students learn / extend learning
 * Texts addressing varied reading abilities
 * Videos to support visual and auditory learners
 * Other resources that address learning preferences and modalities
 * Providing choice
 * Students may elect to work with partners or independently

**It is important that these groups do not become stagnant labels of performance or ability. Students should perceive that these groups are flexible and continually being monitored and adjusted according to the subtle changes in student interest, ability, and readiness.