The What, When, and How Principles of a

Differentiated Curriculum
Content:
• How can I make the content more abstract than it is?
• How can I make the content more complex than it is?
• How can I make the content more authentic?
• How can I add more variety to the topic(s) covered?
• How can I reorganize the content to make the study more efficient?
• How can I help students develop essential questions?
• How can I include the study of people who have made exemplary contributions to the field?
• How can I introduce the methods of inquiry used in the discipline?

Process:
• What can I do to elicit higher levels of thinking such as analysis, synthesis, evaluation, creative
problem solving, concept development, interpretation of dates, application of generalizations,
resolution of conflict, decision making, etc.?
• What can I do to encourage “open” rather than “closed” thinking?
• What can I do to develop the skills used in gathering data as well as using proof and reasoning
when attacking problems?
• How can I expand the curriculum to allow more choice in selecting goals and objectives,
instructional procedures, modes of product presentation, and evaluation of achievement?
• What can I do to assure collaboration with peers, mentors, experts in the fields, etc.?
• When appropriate, how can I provide for group interaction and incorporate simulations?
• How can I modify the curriculum to alter pace and variety of instructional methods to meet
different learning styles?
• How can I structure the process to assure effective thinking?

Product:
• How can I identify some of the “real” problems that concern the scholars in the discipline?
• How can I encourage students (learners) to focus on “real world” issues/ problems?
• How can I identify the appropriate audience(s) for presentations?
• How can I incorporate self-evaluation and reflection into the activities?
• How can I guide students to establish and apply fitting evaluation criteria?
• How can I identify the areas in which self-evaluation is meaningful?
• How can I encourage students to develop products that are original?
• How can I provide activities, assignments, or product requirements that cause learners to view
the topic from a different perspective, while requiring them to reinterpret, elaborate, and/ or
extend the given information or combine existing ideas in new ways, etc.?
• How can I incorporate technology?
From a workshop by Carolyn Coil

WCPSS AG Program 2009 Toolbox for Planning Rigorous Instruction Section 3: Differentiation - 3