Content refers to what is being taught, for instance: facts, concepts, skills, and the ways students access that information. Content differentiation could be implemented in two approaches: adjusting the content, or modifying the ways students access the content. Content could be adjusted according to students’ readiness levels, interests and learning profiles, with the aim of matching teaching materials to their abilities to understand the content. For example, texts at different reading levels could be provided, and the pace of teaching could be adjusted in response to individual student’s needs. Furthermore, content could be differentiated by linking the core components of a curriculum with students’ interests, such as using materials or examples that demonstrate the interests and life experience of students. Students’ ways of accessing information could be influenced by cognitive styles, intelligence, cultural backgrounds or genders. For instance, some students are visual or auditory learners, whereas some students are kinaesthetic learners. Some students tend to understand a concept from theory to example, whereas others from example to theory. (Tomlinson, 2001; Tomlinson, 2005; Santangelo & Tomlinson, 2012).