<P> The process of how the material in a lesson is learned may be differentiated for students based on their learning styles, taking into account what standards of performance are required for the age level . This stage of differentiation allows students to learn based either on what method is easiest for them to gain 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 . </P> <P> Commonalities in the assessment results lead to grouping practices that are designed to meet the students' needs . "How" a teacher plans to deliver the instruction is based on assessment results that show the needs, learning styles, interests, and levels of prior knowledge . The grouping practices must be flexible, as groups change with regard to the need that must be addressed . Regardless of whether the differentiation of instruction is based upon student readiness, interests, or needs, the dynamic flow of grouping and regrouping is one of the foundations of differentiated instruction . It is important for a differentiated classroom to allow some students to work alone, if this is their best modality for a particular task . (Nunley, 2004) </P> <P> Differentiating by process refers to how a student comes to understand and assimilate facts, concepts and skills (Anderson, 2007). After teaching a lesson, a teacher might break students into small "ability" groups based on their readiness . The teacher would then give each group a series of questions, based on each group's appropriate level of readiness - skills, related to the objectives of the lesson . Another way to group the students could be based on the students' learning styles . The main idea behind this is that students are at different levels and learn in different ways, so a teacher can't teach them all the same way . </P> <P> Another model of differentiation, layered curriculum, offers student a choice of assignments but requires that they demonstrate learning to pass the assignment . This eliminates the need for pre-assessment and is useful for teachers with large class loads, such as in high school (Nunley, 2004). </P>

Differentiated instruction is most likely to take place in which type of setting