Process

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Differentiating Process - Adapting "HOW" Learning Is Promoted to Reach the Instructional Goal**

Once again, differentiating process does not water down or alter the learning goal. Instead, it considers the ways different students learn best and provides opportunities for those situations to occur. While some students learn best by listening (auditory learners), others learn better when they see the connections (visual learners) or by physically participating in the learning (kinesthetic learners).

"This stage of differentiation allows students to learn based either on what method is easiest for them to acquire knowledge, or what may challenge them most: some students may prefer to read about a topic (or may require practice in reading), and others may prefer to listen (or require practice in listening), or acquire knowledge by manipulating objects associated with the content. Information may be presented in multiple ways by the teacher, and may be based on any available methods or materials. Many teachers use areas of Multiple Intelligences to provide learning opportunities." (Wikipedia, 2009).

**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.