“Differentiation refers to “learning experiences in which the approach or method of learning is adjusted to meet the needs of individual students. . . ” (Culatta, R. 2016) 

The content dimension of curriculum focuses on the subject matter or information in a learning activity. Content may be simple–targeting facts, rules, or details relating to the area of study. Content may also be complex--focusing on issues, problems, or themes relating to the area of study.

The process dimension of curriculum focuses on thinking skills and may be divided into two areas--basic and abstract. Basic processes include the skills of knowing, recalling, understanding, and using information. Abstract processes include analytical thinking, creative thinking, critical thinking, and problem solving.

The product dimension of curriculum includes the vehicles through which students communicate ideas and information. Products may be classified as kinesthetic, oral, visual, and written.

In The Bell School Regional Gifted Center, emphasis in instruction is placed on both the content and process dimensions. To demonstrate their learning across the content areas, children at all grade levels engage in a wide range of activities that result in varying products. Activities and products reflect the acquisition of content, from simple to complex, through a range of processes, basic to abstract. 

A sampling of these activities and products includes (but is not limited to): 

Written

• Research papers 

• Letters 

• Diaries 

• Essays 

• Poetry 

• Newspapers 

• Reviews 

• Synopses 

• Surveys 

• Evaluations 

Oral

• Debates

• Interviews

• Speeches

• Songs

• Panels

• Critiques

• Discussions

• Lectures

Kinesthetic

• Dioramas

• Costumes

• Historical Era Parties

• Simulations

• Performances

• Field Trips

• Games

• Inventions

• Experiments

• Models

Visual

• Book Covers

• Pamphlets

• Graphic Organizers

• Drawings

• PowerPoint Presentations

• Cartoons

• Posters

• Timelines

• Maps

• Graphs