This strategy begins with a student assessment to determine level of knowledge or skill already attained (i.e. pretest); content, process, and product are varied after flexible grouping has been determined from the assessment.
Eliminating repetition, minimizing drill, and accelerating instruction in basic skills so that gifted students can move to more challenging material.
assessing students before beginning a unit of study or development of a skill. Teachers document (1) what the student already knows (and evidence for that conclusion), (2) what the preassessment indicates the student does not know about the topic or skill (and plans for how the student will learn those things), and (3) a plan for meaningful and challenging use of time the student will “buy†because she already knows much of the topic or skill.