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I agree with many of the comments already posted on this subject, but one that I consider to be important in this COVID adventure is maintaining high level instruction for all students (including those who are absent or learning online). They get the best of what we have to offer, in their own time and space.

A second element that I find exciting about playlists is differentiation as it relates to the concept of inclusion. I am able to give each student what they need, without making any student feel or seem different.

The part where I am uncomfortable about playlists is just finding an application or set of applications that work well to set up lessons. It almost feels like there are too many platforms. I want to create tools and ideas that I can tweak and modify for years to come, and not be remaking the content every single year.

I'm also uncomfortable with classroom management and getting kids to where they need to be.

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I have actually used a playlist in schoology before because we briefly discussed them in tech tools 20/20. However, I had completely forgotten about them. This is such a SHAME because they are amazing! They help with so many thing that make me excited.
1. differentiating students needs
2. making the student own their work.
3. creating more one on one time for the teacher with the students.
4. they foster that independence piece for students which is a lot of time lacking!
I know for sure, I will be incorporating more playlists into my classroom in the future.

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One exciting element about playlists that haven't been mentioned yet is that they create the conditions for students who are absent to catch up on missed instruction and assignment expectations. This is possible because playlists are peppered with instructional videos, handouts, and other resources that students can watch in or out of class. They are also a great tool if a teacher is absent because students can work on them independently with a sub.

Another exciting element about playlists that has been mentioned a lot already is that they create the conditions for student independence. More and more, I see students hesitate to think for themselves at the secondary level. As our students move closer and closer to the world of work or post-secondary education, they need to know how to use outside resources for help. They also need to start to trust themselves when it comes to brainstorming or thinking of new ideas because they will be asked and promoted (in the world of work) for that skill. Playlists help combat learned helplessness, and I that is the number one reason I am excited to utilize them more in the future.

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I've never heard of playlists before this, but I LOVE the idea of it!  Two of the key elements I found most beneficial are the resources within the playlist and how students can navigate independently and at a rate they are comfortable.

Using a playlist is a lot of work upfront, but will help with instruction and allowing students to work at their own pace.  Teachers create or add resources into the playlist and students are able to work through those resources independently.  This also allows teachers to differentiate more for students.

This frees the teacher up to conference with students, while also allowing those students who always finish quickly, to expand their learning.

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One key element of playlist is that they help teachers to provide students with individualized materials and to be independent.  I also like the way it helps teachers to collect data, and complete assessments to be able to decide what materials students need.
Playlist helps teachers to provide more individualized one-on-one or small group instruction which is very important in my special education classroom.

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Listen to my interview with Tracy Enos or read the transcript here.

In our never-ending quest to find better ways to differentiate and personalize instruction for students, we have plenty of options. I covered a lot of the basics in my Differentiation Starter Kit. Then last year we learned how math teacher Natalie McCutchen manages a self-paced classroom. And for ESL students, there are the Can-Do Descriptors.

Now, Rhode Island teacher Tracy Enos shares her system for customizing instruction to meet the needs of every student. She calls it a playlist, an individualized digital assignment chart that students work through at their own pace.

First, consider what we usually do: When planning a typical unit of instruction, teachers map out a series of lessons to deliver, assignments for students to complete, and some kind of final assessment at the end. They might share this plan with students, but then the execution is done by the teacher: The teacher delivers the lessons, tells students when to do the assignments, and guides students toward the final assessment.

With playlists, the responsibility for executing the learning plan shifts: Students are given the unit plan, including access to all the lessons (in text or video form), ahead of time. With the learning plan in hand, students work through the lessons and assignments at their own pace. And because each student has her own digital copy of the playlist (delivered through a system like Google Classroom), the teacher can customize the list to meet each student's needs.

"A playlist is basically like a road map," Enos explains. "I started using them in my classroom when I looked at my room full of 26 students and I saw the variety in their abilities. I knew I needed something different so that I could meet the needs of each one of those kids. Instead of just saying, 'OK, everybody, we're going to work on this lesson today,' I needed to individualize it so that different kids are working on things that they needed."

The term playlist, by the way, was coined by one of Enos' colleagues, math teacher Jason Appel.

Here are screenshots of three sample playlists from Enos's class. If you click on each one, you'll be taken to the full version to view in Google Docs. Although these examples come from a language arts class, Enos feels strongly that the playlist concept could be used in any content area.

Argument Writing Playlist

The first playlist is for a unit on argument writing. What you see here is just the first few tasks; there are 19 on the full playlist.

In the first column, Enos simply names the task. The second column provides specific instructions for the task. The third column is set up for students to record any notes they have about the task, and the fourth is where students record the date they completed the task.

Although much of the playlist will be exactly the same for each student, especially for the first few tasks, individual tasks can be customized to meet individual needs. Because the playlist is stored in digital form, the teacher can go into each student's playlist at any time and make adjustments as needed.

In addition to adjusting certain tasks, Enos also builds space in each playlist for purely individualized tasks. If we look further down her playlist, we see that tasks #14 and #15 have been left open for individualized focus revision activities, to be determined after the student has written her draft:

Enos does place occasional hard deadlines into her playlists; item 13 above has a date assigned to it. Although students are allowed to complete the work before the deadline, having this task pinned to a specific date helps prevent students from getting too far off track from each other.

Parts of Speech Playlist

This next one is from a unit designed to review the parts of speech. Notice that some of the tasks are quite simple and quick: Students just need to log on to a certain platform, create an account, or join an online group. This makes the playlist a practical tool as well as a good instructional vehicle: One place to keep learning tasks AND the kinds of housekeeping items that accompany most units. And breaking units into smaller tasks gives students a feeling of accomplishment as they move through each item.

To see the full version of this playlist, click the image below:

Again, the "Directions" column allows for maximum flexibility. The teacher can add tech tips, reminders, or any other information that might help student complete the task more smoothly. And if this is done in digital form, the teacher can easily add tips, links, or other comments at any time, making the playlist a living document.

Book Club Playlist

The final example is a playlist created for a unit on dystopian fiction, in which students participated in book clubs.

Notice that the playlist also includes checkpoints, where students must touch base with their teacher before moving on. These can be built in at any point for any reason, such as making sure students have completed key housekeeping tasks (like in the example above) or having the teacher review a draft for quality.

Many of the tasks in the playlist will ultimately result in the student submitting work through Google Classroom, or they might require a paper submission in a class that hasn't gone quite so digital. In fact, the whole system could be done on paper-one look at how student learning is managed in a Montessori classroom and you'll see how that can work. What's key is that students work through the list on their own, which frees the teacher up to spend more time working one-on-one with students.

If students are truly working at their own pace, wouldn't that mean some are way ahead, even finished with a unit, while others drag way behind? Setting a few hard deadlines (as shown in the argument writing playlist) can help keep the pacing from spiraling too far out of whack, but if our goal is true individualization, then we shouldn't want everyone to be too closely aligned.

This can be managed on a day-to-day basis. Students who are taking longer to master key tasks will likely get more one-on-one assistance from the teacher or be placed in groups to help them. Those who finish the required material quickly can be given enrichment tasks that take the learning to more advanced levels.

Homework also takes on a different role in a class that uses playlists: Because students work through the playlists on their own, they decide whether they get homework or not. If a student is moving through a playlist quickly, they may not have a need to spend extra time on the work at home. Conversely, if a student finds he needs extra help in class, he may decide to catch up on a few videos at home.

For a more in-depth exploration of playlists, listen to my podcast interview with Tracy Enos using the player above or by listening on iTunes or Stitcher (for Android). If you have questions, ask them in the comments below and I'll have Tracy come over and answer them. And if you have used a system that's similar to playlists, please share your experiences in the comments so we can all learn together.♦

There's a lot more where this came from.
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Using Playlists to Differentiate Instruction

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Want better differentiation? Learn how to use this simple method for providing students with customized plans for working through a unit of study.

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One of the elements I like about Playlist is the ability to provide differentiation. I like how using a playlist you can link different types of media, such as, videos, pictures, google docs, google forms, quizzes, etc.

I also really like how the playlist can be individualized, or created for whole group or small groups. The accountability piece in having students complete one task at a time before moving to the next task is a great idea.

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First of all, I am so thankful for that video! I attempted to make a playlist in Schoology after our March tasks, but wasn't feel 100% confident in how I planned to use it so I didn't follow through.

I like that you can easily make playlists personalized, or not. For example, did the initial quiz direct me to the Schoology video because that's the option I chose? My hope for the playlist I wanted to create in March was to have students choose a WWII Battle Webquest to complete, then when they finished choose another. I wasn't sure how to allow choice with the first task and remove that webquest for the second task. So much to learn!

I can also really appreciate the independence and accountability playlists provide. Playlists remind me of Flocabularys, but here being able to dictate the order of tasks completed will support students even more. This is exactly what I plan to use while conducting individual reading assessments.

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Playlists are great for differentiation. I like being able to link different programs: quizzes, google docs, google forms all in one assignment. Students are then free to work through the content at their own pace.

I created a playlist for a student who is in an upper grade but working on modified standards. By her being able to work through the playlist on her ipad the other students will not be aware of the level she is working at nor will she be singled out for the level she is working. I love this idea not just for our low kids but also our high kids we are trying to push. Much easier to adjust content when they are the only one's seeing the expectations.

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Two elements that excite me about playlists are that they make it so that students can access the material/content that the teacher assigns to them. I also get excited with the ability to hold the students accountable to the content. I as the teacher can check in on the student's playlist to see how they are progressing through their learning. It also frees me up as the teacher to have more time one on one with students who have demonstrated that they need extra support with their learning.

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One key factor to playlist is not just student viewing student progression. This makes accountability a little easier. I like that students can move on without completing a previous task. This also allows students to work at a progression that works for them. I can also add things that one particular student might need when I see that he or she is struggling with a particular task.

Second factor is freeing up the teacher for better conferencing. I usually find it hard to do this, but know that students are working on something in particular that doesn't require as much of a whole group situation. I can now provide more one-on-one time.

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Two key elements are: sequencing activities in logical order, and checking for understanding. One element that I thought was great to think about was progressing through the DOK (depth of knowledge) questions throughout the playlist. I can be guilty of keeping at a low level of DOK questioning so I want to keep working on that. I also think a timeline would be very helpful to build with the students.

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Two key elements of playlists are accessibility and accountability. Whether it is through Schoology, sweet Google Docs or another tool, playlists provide students the ability to access content and resources along with the ability for teachers to provide accountability. Together, we can provide students guidance, resources, tasks and so much more. What I think I love the most about the idea of Playlists (especially since I've been playing around in Schoology) is the idea of how you can make the most out of your time by backwards planning as you create the playlist. Often HyperDocs, Playlists, Text Sets, (oh my) can seem like there are so many choices to be had, but in the end, being flexible, creative and planning with the end goal in mind is just the tip of the iceberg when it comes to putting all of these things to play.

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Playlists are so great for differentiating instruction. As an inclusion teacher, I am always challenged on how to keep my kids working when their work time and abilities can vary so widely. I love that playlists can be assigned to particular students or groups and students can work at their own pace.

I also love that multiple check in/data assessments can be given as students are working through the playlist.

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Playlists have been on my mind since I took another course where I had to complete one myself. It was so cool to see the student side of one, that I am excited to explore the teacher side!

The biggest takeaway for me is the fact that students cannot move on to the next step until they have completed the current one. I feel so many times our students are in a rush that they just want to get things done, so this will slow them down.

The other big takeaway for me was how students can work at their own pace, and then it lends itself to enrichment, extra practice or reteaching skills. Since all of the students will be working on the same platform, the students won't know who is working on what. This type of differentiation will give the teacher flexibility to truly see where students are and give them the tools they need to push their learning.

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Two key elements that I feel are important with playlists are the ability to make each playlist suitable for individual student needs and that the role of teacher can be flexible based on needs.

While playlists don't have to be individualized, the fact that they can be designed to meet each student's needs in content and learning makes them valuable.

Having each student working at their own pace allows the teacher time to work with either small groups of students or individuals. As it feels increasingly difficult to cover required content and find time to work with individual students, playlists certainly provide the opportunity to for more flexibility in meeting student needs.

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The two elements I find to be most beneficial are the teachers role and the ability to add choice/differentiation.

Freeing up teacher to provide more individualized one-on-one or small group instruction is extremely beneficial. The self-paced feature allows the teacher to meet the needs of individual learners and provide guidance. The teacher no longer has to role of "providing all the knowledge".

The second element I find most exciting is the ability to add student choice within the playlist's requirements and/or provide differentiation through enrichment opportunities. Students will be more engaged when they have the option to choose, and the responsibility of learning shifts to the students rather than the teacher.

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One key element that I really like is the order that things need to be completed and the assessments/data that can be collected, Along with the purpose statements
As kids work through the play list, I am also excited about the individual conferences that can occur.
My favorite piece is the variety in which our students can show mastery. Kids need a multitude of avenues and the playlist is definitely a way to provide this for all types of learners.

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One of the key elements that stuck with me was that playlists allows teachers to direct students without being present. This frees up the teachers to work either 1:1 or with small groups of students, manage behaviors, or be available for tech support.

Another key element that I felt was important was that students can set playlists goals for completion of tasks. It is also important that there is built in time for reflection.

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One key element of playlists is that they are built in a way that allows the student to progress through the assignment in a meaningful way.  In math, the playlist might lead students through tasks that build towards increasingly complex calculations.  In social studies, the tasks might start with defining words, and finish with ranking or categorizing content to help move the information from working knowledge to long term memory.

A second key element of a playlist is personalization. Students who have different reading levels can be assigned different articles their level. A student who has mastered a concept in math can be assigned extension activities.

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There are so many benefits to using a playlist, it is hard to narrow it to two key elements.

One key element for me is that students take ownership in their learning. They are able to complete tasks and assignments at their pace, with an end goal in mind. Whether I choose to have the playlist be sequential or not, they have choice and can work at their own pace. I like the options of "Must Dos" and "May Dos", as students can do extra to enrich their project if they wish.

Another key element for me is the organization of the playlist. There are times we have great ideas, and unfortunately they lose their impact if it isn't well organized. I love that you create a folder, give all the tasks- so they know what the end goal is, and I can watch their progress as they work. It is very clear who is on task, if you use the options tool with a task in Schoology. I love that students can access the playlists and work on their project at any time. The organization of a playlist ensures success for all students!

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As I ready more about playlists, it is easy to understand that there are many benefits to creating and using them in the classroom.

While writing unit and lesson plans, I always try to create activities and assignments where students feel pride in their work. I believe that the playlists can easily help with that task. By building in moments of self-reflection, the students can begin to understand their process of learning and begin to have a sense of accomplishment in each step of the process, whether the tasks are small or more time and effort consuming.

Another key element to the playlists that I believe is extremely beneficial is that we can give the students multiple options for learning skills and targets. The playlists allow for true differentiation to happen.

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"When we ask students to complete multi-faceted independent activities,
a playlist serves as guidance and sequencing without real-time teacher
actions. This allows the teacher to direct students without having to be
present, thus freeing up to the teacher to work 1:1 or with small groups of
students, manage behavioral challenges, observe & respond to academic
blockers, offer tech support, and so much more." Students can work at their own pace while still being held accountable for their learning. The teacher is able to be utilized more effectively. There are different formats and ways to set up playlists.

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Two key elements of a playlist in my opinion is the ability to guide and provide sequencing for students. This requires them to complete an order of activities that will best support them as learners. The other element that is important is checking for understanding within the playlist. These 2 elements are most important for me because in the past I have set up choice boards, hyperdocs, and launchpads with step-by-step directions to complete a task. Yet, nothing is REQUIRING them to complete the tasks in the provided order that I have given them. Playlists change that. I can now ensure that students are getting exactly what I want for them and I have data to back up their learning. This sequential learning also can happen if I am in the classroom or even if I am gone.

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The two most important things about playlists is the purpose of the playlist and what resources will be explored within the playlist.

Finding the purpose of a playlist the most important part is realizing that the responsibility for executing the learning plans shifts. Students are given the unit or assignment and can work through it at their own pace. This then allows the teacher to direct students without having to be
present,  freeing up to the teacher to work 1:1 or with small groups of
students, manage behavioral challenges, observe & respond to academic
blockers, offer tech support, and so much more.

Additionally, there are many different types of playlists you can try when wanting to integrate one into the classroom. Using playlists to differentiate is a major benefit. However, individual playlists can also be built, self-pacing playlists, or even Montessori model (non-digital) style playlists. It really just depends on what you're looking to do within your unit or lesson.

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Playlists make it possible to differentiate through pacing. Students can work through content at their own pace. With a platform like Schoology, you can set requirements. For example, you can set a minimum score for students on a checkpoint in the playlist. If they don't meet that minimum score, they can go back and read articles, watch videos, etc. Playlist could also free up the teacher to meet one-on-one or with small groups of students. Differentiation and time to meet one-on-one with students are two key elements of playlists that make playlists so exciting.

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In my SPED classroom, when I have multiple students doing different things (goals), I struggle with having something for them to do and how long it will take. With this playlist, I can have some students working on a playlist WITH assessment data being collected and still being able to work with another student or small group of students with a common goal. The assessment piece and the progression piece is crucial. AND students can re-do questions or assignments until they get them right - which my students need. All of these things make me wonder how I have gotten along all year without it!!!

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There are many key elements in a playlist however, the two key elements I found important were checking for understanding and giving student choice.
First, checking for understanding is crucial to make sure that students learn what they are suppose to. It allows the teacher to see which areas need more work and which areas are second nature to the kids. Without checkpoints students could just be clicking through to get their tasks done faster and not retaining any information. This element puts some responsibility on the student to actually do the work and learn the content that is presented.
The next key element that is crucial in a playlist for student buy-in would be student choice. If students are not allowed the chance to chose an activity they would like then their engagement decreases and the desire to want to learn it is not present. Students are not all the same so therefore, they should not be expected to learn in the same way. They deserve to have "can do" choices and then all the students have the same "must do" activity or assessment. By providing choice the engagement increases and the excitement of learning is strong.
Though there are far more key elements that are important in playlists, these are the ones I felt were the most important as I watched the video and read the articles.