AAG strives to make its curriculum rigorous and achievable. Our goal is to meet the needs of all learners. Differentiated Instruction is based on the following beliefs:

• Students differ in their learning profiles
• Classrooms in which students are active learners, decision makers and problem solvers are more natural and effective than those in which students are served a "one-size-fits-all" curriculum and treated as passive recipients of information
• "Covering information" takes a backseat to making meaning out of important ideas.

The key to a differentiated classroom is that all students are regularly offered CHOICES and students are matched with tasks compatible with their individual learner profiles.

At AAG, our goal is to make curriculum differentiated in three areas:

1. Content: Multiple options for taking in information
2. Process: Multiple options for making sense of the ideas
3. Product: Multiple options for expressing what they know

Differentiation for advanced learners

Differentiation for the advanced learners involves the adjustment of curriculum and instruction by using one or more of the following four dimensions:

1. Depth
   Depth refers to the concept of challenging learners by enabling them to venture further, deeper, and more elaborately into the area under study.
2. Complexity
   Complexity refers to the concept of broadening the learner's understanding of the area or areas under study by asking him/her to make connections, relationships, and associations between, within, and across subjects and disciplines.
3. Novelty
   Novelty refers to the concept of gaining a personal understanding of the area under study or constructing meaning of knowledge in an individualized manner.
   
4. Acceleration or Pacing
   Acceleration refers to the concept of altering the pace or speed of learning and providing more sophisticated resources for learning in order to challenge learners.

CAST Universal Design for Learning; Differentiated Instruction