Content, or what students learn, is often dictated by a course of study based on average performance at grade level. Content can be differentiated by providing materials at varied ability or grade levels in one classroom. Reading materials that address course content below and above grade levels are common ways to differentiate content. Lessons in all subject areas can be differentiated by varying the levels of complexity and abstractness when presenting content. Differentiation of content offers students the chance to start at different places in the curriculum and/or proceed at different paces.

Process differentiation (how students go about making sense of what is learned) refers to the use of diverse activities that are varied to meet student interests or preferences for learning. For example, exploring history by having some students construct dioramas and some drawing maps while others conduct internet research or live interviews would provide an array of opportunities for students to learn content through methods that are of interest to them while learning skills in that area of interest. Differentiation of process recognizes the many learning styles within any group of students.

Product differentiation means that students have some choice in how they will demonstrate what they have learned to the teacher, class, or other audience. The use of project choices is a common way of differentiating products. It is used to meet the required learning objectives or outcomes sought by a teacher while allowing expression in students' areas of strength. Giving different assignments to different students increases motivation and results in an interesting variety of work products.