# data[].attributes.attachment_link.title
Digital Differentiation | Cool Tools for 21st Century Learners

# data[].attributes.attachment_link.description
Uploaded by CorpusChristiCollege Perth, WA on 2015-07-17.

# data[].attributes.headline
10 Tips to Differentiate using Assistive Technology
		        			                  
			          	
								        

# data[].attributes.subject
10 Tips to Differentiate using Assistive Technology
		        			                  
			          	
								        

# data[].attributes.attachment_link.readable_text
Differentiated instruction is not necessarily a new approach to meeting the unique learning needs of all students, but it has certainly been enhanced through assistive technologies. The advancements with assistive technologies have been astronomical in providing teachers even more ways to reach out to their students (Dove, 2012) and differentiate the way they learn, practice, and explore concepts (Ciampa & Gallagher, 2013).

As a researcher studying assistive technologies and a program facilitator for the Learning Disabilities Association of Niagara Region, I have gained valuable insight to help support educators with high-tech assistive technologies. For the most part, my experience with assistive technology has generally revolved around using Apple iPads and Chromebooks. With this in mind, the following tips will be coming from the perspective of a teacher very passionate about mobile devices in 21st century learning spaces.
1) Reinvent your students' learning space.
When integrating assistive technologies like tablets to differentiate and support students with exceptionalities, it is crucial to consider how the simple mobility of a tablet can assist your students' learning. Students are diverse with their ability to sit still in a desk, even if they have a tablet in front of them. Try setting up your room in a more collaborative, open workspace. Do not even think of it as a classroom. A room in the 21st century needs to focus less on a traditional model of teaching and instead focus on a modern way of learning. Give your students comfortable areas to work with their tablets either independently or in groups. Allow for mobility between centers or workstations so that students can be active learners. Many students on Individual Education Plans (IEPs) with accommodations tend to need movement breaks. Allow your learning space to become this movement break for your students. Mobile technologies can certainly enhance the ability for movement in the classroom compared to desktop computers.
2) Choose technology that enhances multi-modality.
Students learn differently. It is as simple as that. Students do not need to have an exceptionality to still demonstrate a different learning preference compared to the student sitting next to them. With this in mind, ensure that the technology students are learning from provides multi-modal platforms. This means, you will want to consider if an app or website has the option to watch a video, look at pictures, read the text, or even interact with a virtual diagram. The more options, the better. Some students need to read information whereas others need to hear information. An educational tool like Learning Bird contains a library of lessons in all different forms, from videos, to slideshows, and even songs. That way every student will find a lesson type and perspective that suits them most. 21st century assistive technologies have an endless amount of programs and tools that keep multi-modal differentiation succinct and in one place online. Other apps to check out which take advantage of multi-modality include Kids Discover, Digital Math Manipulatives, and BrainPop & BrainPop Jr.
3) Consider the modifications within technology.
Modifications focus on changes made to what students learn instead of how students learn (accommodations). Every class will most likely have some students working either below or above grade level and require modifications to their curriculum content. Therefore, when considering assistive technology, make sure to choose apps or websites that can differentiate the content students are learning. For instance, some programs, such as News-O-Matic allow teachers to change the reading level for individual students. This is a fantastic way to differentiate since the app looks the same, but the vocabulary and complexity of the text has been modified.
4) Introduce students to built-in scaffolds.
Assistive technology provides students with the ability to self-help and support their own learning needs without constant teacher support. A lot of apps and websites have built-in scaffolding features to support students' learning processes, such as Prodigy and MyBlee. Some of these features to look out for include read-to-me options, highlighting tools, in-text vocabulary definitions (usually as simple as tapping on a highlighted word), virtual manipulatives, or immediate feedback prompts. Immediate feedback is extremely important when implementing technology since it gives students the opportunity to use the feedback right away and correct/revise their work. Some educational technology apps or websites actually give teachers the ability to work alongside students in the virtual learning space and provide differentiated immediate feedback.
5) Enhance differentiated assessment.
Learning and assessment go hand-in-hand. They are not an isolated phenomenon. Therefore, when talking about assistive technology to support learning, it only makes sense to discuss technology to support differentiated assessment. The best advice I can give to support technology-enhanced assessment is to have students completely involved in the process. When students are involved in their formative assessment practices, the assessment becomes naturally differentiated and personalized for that student. There are some fantastic edtech companies out there supporting teachers' needs for formative assessment. These companies, such as Sesame , Socrative, and Penzu allow teachers to create online portfolios for students to track student progress with different evidence of student learning. Mobile technologies enhance these formative assessment tools since they allow teachers to walk around the learning space, snap photos, make on the spot comments, or take videos. Mobile technologies also give students the opportunity to be fully involved in their assessment by adding photos, videos, or comments into their digital portfolios.

6) Provide choice.
With over hundreds of thousands of educational apps and websites in the digital environment, it only makes sense that teachers give their students more choice. Many edtech apps and websites give students the creative platforms to produce content rather than just consume content. Since students excel in different areas, it is only fair that teachers thrive on students' different skills and provide them with an abundance of content-creation tools to produce work. I would recommend giving students at least five different platforms to produce their work in. For example, allow students to create a video, make a digital comic, create an e-book, develop a mind-map, or even simply type a paper. The options are endless! Examples of platforms for students to produce their own content include Mindmapping Apps, Kidspiration, Inspiration, Educreations, and Toontastic.

7) Provide explicit instruction.
Although learning should be open-ended and inquiry-based, many students will still require explicit instruction to prevent or remediate difficulties with literacy and numeracy. Much of my work with the Learning Disabilities Association of Niagara Region has centered on providing early intervention programs for students with reading difficulties. Through these programs, I have found great success with differentiating explicit instruction. From an early years standpoint, many apps that focus on rote learning (i.e., learning the alphabet, numbers, times tables, spelling, etc.) have the option to differentiate the skill level or narrow in on certain concepts. For instance, teachers can immediately change an interactive game from focusing on just uppercase letters to just focusing on lowercase letters. Some apps allow teachers to just focus on five letters at once. This makes learning more personalized for the student and makes the differentiation process a lot more succinct. Check out Ninja Apps and One-Minute Reader. Many of these apps also give teachers a feedback report to support data driven assessment.

8) Invest in tech support tools.
I find that some students need extra support to get the most out of their digital learning environment. Make sure to have headphones for students who get distracted easily by the noises of others' devices. If the work is not collaborative, you may want to ensure all students are wearing headphones. I would also recommend investing in some stylus pens. When using touch-screen devices, I find some students prefer using a stylus to navigate the screen and write notes. A stylus is a great tool to have when young students are working on print awareness and tracing letters, numbers, or shapes on a touch-screen. These support tools help differentiate the learning environment for students.
9) Keep learning blended.
My mind is totally whirly right now as I reflect and type about technology. It is so important for teachers to keep a balance of technology and hands-on learning in the classroom. Technology is an extremely important pedagogical approach to support students' in the 21st century. However, technology must be blended with other 21st century inquiry-based pedagogical approaches. Click here for more information on how to incorporate blended learning and student-centric techniques in becoming a top notch 21st century educator. True differentiation does not come solely from differentiation within an online environment. Some students will not respond as positively to technology as other students. It is important to recognize your students' learning needs and differentiate their learning environments to support their success.
10) Appreciate the digital native.
Overall, keep in mind that we are from a different generation than our students today. Differentiation looked a lot different in our school setting. It is time for teachers to appreciate the digital age students' are living in and realize that digital tools are now a natural support for learning in the 21st century.

# data[].attributes.attachment_link.title
10 Tips to Differentiate Using 21st Century Assistive Technology

# data[].attributes.attachment_link.description
Differentiated instruction is not necessarily a new approach to meeting the unique learning needs of all students, but it has certainly been enhanced through assistive technologies. The advancements with assistive technologies have been astronomical in providing teachers even more ways to reach out to their students (Dove, 2012) and differentiate the way they learn, practice, [...]

# data[].attributes.headline
Ten Ideas To Move Classroom Technology Closer To Blended Learning | 21 st Century Educational Technology and Learning

# data[].attributes.subject
Ten Ideas To Move Classroom Technology Closer To Blended Learning | 21 st Century Educational Technology and Learning

# data[].attributes.attachment_link.provider_name
21 st Century Educational Technology and Learning

# data[].attributes.attachment_link.title
Ten Ideas To Move Classroom Technology Closer To Blended Learning

# data[].attributes.attachment_link.description
Welcome to a post where I reflect on the idea of blended learning. In this post I will attempt to provide 10 ideas that can turn simple technology integration into a blended learning environment. First, to ensure you do not miss one of these valuable posts or other resources covering PBL, Digital Curriculum, Web 2.0, STEM, 21st century...

# data[].attributes.headline
Ten Tips for Personalized Learning via Technology | Edutopia

# data[].attributes.subject
Ten Tips for Personalized Learning via Technology | Edutopia

# data[].attributes.attachment_link.readable_text
At Forest Lake Elementary School, in Columbia, South Carolina, the student population grows more diverse by the day. Income levels, ethnicities, family structures, first languages, interests, and abilities now vary so much, that a traditional teaching approach, with a uniform lesson targeted to the average-level student, just doesn't cut it. (Sound familiar to you educators out there?)

To challenge and support each child at his or her own level, the Forest Lake teachers and staff are deploying a powerful array of widely available digital-technology tools. Each classroom is equipped with an interactive whiteboard and a Tech Zone of eight Internet-enabled computers. Plus, teachers have access to gadgets including digital cameras, Flip cameras, remote-response clickers, and PDAs.

More important than the gadgets themselves, of course, is how the teachers use them to create personalized lessons and a productive environment where each child is engaged. Here are Forest Lake teachers' top tips on how to do it.

1. Deliver Instruction through Multiple Forms of Media

You now have at your fingertips far more than just the old standbys of words and still pictures. Teachers at Forest Lake use computers and whiteboards to access oodles of instructional videos, audio clips, animations, and interactive games, some through software and some available online. Children also cement their knowledge by doing hands-on activities with these media. When learning about shapes, for instance, the youngest students sometimes scour the school with digital cameras, taking photos of shapes wherever they find them. (Download Forest Lake's ideas for using interactive whiteboards.)

2. Gather and Use Immediate Feedback on Students' Understanding

Why wait days or weeks to deliver and grade a quiz to find out which kids missed important concepts? Teachers here routinely use remote-response systems (clickers), colorful little gadgets that allow each child to enter her answer to a practice question so that the teacher can instantly see who got it right or wrong. Computer software programs, too, can give kids practice questions, quickly diagnose trouble spots, and allow teachers to customize subsequent lessons for each child's needs.

3. Give Students Options

All students shouldn't be required to show their learning the same way. And digital media open up a host of possibilities beyond the traditional essay, poster, report, or quiz. For instance, fourth-grade teacher Kevin Durden gives kids additional choices, such as creating a PowerPoint slide show or a comic strip (using Comic Life software) or filming a skit (using Flip video cameras). "This way," says Durden, "you don't see the students' disabilities. You see their abilities." (Download sample rubrics from Forest Lake.)

4. Automate Basic-skills Practice

Free up some hours for more creative, fun technology projects (and for yourself!) by using software to do much of the basic-skills practice and assessment that would otherwise take up a lot of time. Educational computer programs (Study Island and EducationCity are Forest Lake favorites) can identify specific weaknesses in a child's skills, such as understanding analogies or adding fractions. Teachers can review these outcomes daily, then assign lessons to each student according to her needs -- for the next time she logs on.

5. Practice Independent Work Skills

Differentiating instruction often means setting up kids to work alone or in groups. And that, we don't need to tell you, can lead to chaos. The solution for second-grade teacher Tamika Lowe is "practice, practice, practice." Early in the year, she makes her expectations clear, and she and her students repeatedly drill their procedures -- how to use the technology, what to do if you have a question, how to behave if Ms. Lowe isn't standing right there. (Download a sample lesson plan for grade 2 language arts.)

6. Create a Weekly "Must Do" and "May Do" List

Give a classroom of students an array of different, personalized tasks to do, and they'll inevitably finish them at different times. That's a tricky part of differentiation. Forest Lake teachers tackle this by assigning a weekly list of "must dos" and "may dos," so kids who finish first can always find something to do next.

7. Pretest Students' Knowledge Before Each Unit

Before starting each unit of study, grade-level teams at Forest Lake brainstorm a way to assess prior knowledge so they can tailor the lessons effectively to each child. It can be as simple as a question that the class answers with a thumbs-up or thumbs-down or as rigorous as a one-on-one conversation.

8. Be Flexible When Plans Go Awry

Computers don't always perform the way you wish or expect, especially if the teacher in command is new to digital technology. So as you embark on this journey, expect the unexpected. When obstacles arise, you can model good problem-solving behavior by asking students to help you devise alternative approaches. "I say to students, 'You know what? If something doesn't work, it's OK,'" Lowe explains. "Every experience is a learning experience."

9. Let Students Drive

If you've got the tech tools, put them in kids' hands. In Lowe's class, students use Flip cameras to film each other doing oral book reports, then critique both the presentation and the videography. Other Forest Lake teachers routinely give kids turns at leading lessons on the whiteboard, either by hand or with remote tablets called AirLiners. These opportunities allow students to work at their own pace, capitalize on their skills, and discover ways to work around their challenges.

10. Share the Work of Creating Differentiated Lessons

To ease the burden of planning lessons for students at diverse levels, Forest Lake teachers often divide up this task. When they plan each unit of study, different members of each grade-level team design the activities for higher-skilled kids, lower-skilled kids, etc.

# data[].attributes.attachment_link.title
Ten Tips for Personalized Learning via Technology | Edutopia

# data[].attributes.attachment_link.description
At Forest Lake Elementary School, in Columbia, South Carolina, the student population grows more diverse by the day. Income levels, ethnicities, family structures, first languages, interests, and abilities now vary so much, that a traditional teaching approach, with a uniform lesson targeted to the average-level student, just doesn't cut it.

# data[].attributes.headline
Quick Guide to Differentiated Instruction | TeachHUB

# data[].attributes.subject
Quick Guide to Differentiated Instruction | TeachHUB

# data[].attributes.attachment_link.readable_text
Does your staff need Differentiated Instruction training? The K-12 Teachers Alliance can help you plan your in-service professional development at no additional cost.

Why differentiated instruction?

Good teachers have always understood that they don't just teach a subject, they teach individual students with different learning skills, backgrounds and abilities. Differentiation connects the content to the students and addresses these varied needs.

Differentiated Instruction expert Dr. Carol Ann Tomlinson reminds teachers that although you might use a variety of instructional strategies, they are a "means to an end." These strategies help students reach the clear learning goals set by a teacher and should be utilized to address students' readiness, interests and learning profiles.

Differentiation is not something a teacher does every now and again and it is not something any teacher would ever be able to say they had mastered. Differentiation is looking at who, where, what and how we teach and continually improving in these areas so all children learn well.
Step 1: Who Do You Teach? Collect data on your students' Readiness, Interests and Learning Profiles.
Students' Readiness can be determined using:

* Typical school data such as grades, standardized test results, reading, writing, and math assessments

* Anecdotal records, work samples or observations

* Pretests in the form of focused questions or discussions

* Quick quizzes, end of unit tests prior to the unit

* Completion of a graphic organizer

* Individual K-W-Ls, or quick-writes

Students' Interests can be accomplished through:

* Interest inventories, conversations with and observations of students

* Journal writing and classroom student of the week displays

* Share time about topics of interests

Learning Profiles have to do with one's:

* Gender, culture, part-to-whole/whole-to-part, collective/individual

* Intelligence preference [ Gardner's Multiple Intelligence Theory or Sternberg's Triarchic Theory]

* Learning styles

Step 2: Where Do You Teach?

What are the structures, routines or procedures in your classroom that students can count on each day? Structure lets students know how to proceed with the tasks that you assign. In a differentiated classroom, effective teachers take great care to be sure to constantly "check the weather" of the class so that it is a conducive place to learn for all students.

Step 3: What Do You Teach?

What is it that you want your students to know, understand and be able to do? Determine clear learning goals. These often go beyond state/district standards since most standards are skills-based [be able to do] and not centered around teaching for understanding. An example from one my colleague's on characterization might look like this:

Know: character description, character word choice, character behavior, interior monologue, point of view.

Understand: fictional characters reflect traits and choices we find in our own lives.

Do: write a narrative, write from a character's point-of-view, write in first person, analyze motivation, predict character actions.

Step 4: How Do You Teach?

What are some instructional strategies that can be used to meet students' readiness, interest and learning profile needs?

Learning Centers
Readiness, Interest and Learning Profile

An area of the classroom where a collection of materials and tasks may be found and have been designed to teach, reinforce or extend the students' learning. Tasks may include one, some or all of the learner traits.

Learning Contracts
Readiness, Interests and Learning Profile

An agreement to complete chosen tasks offering some freedom of choice with regard to the tasks and the often the order in which they are completed. Other names for contracts are AGENDAs, Menus, Tic-Tac-Toe Boards.

Tiered Assignments and Activities
Readiness

Learning experiences that have been designed to address content, process or product options that meet the same learning goal but are at different levels of challenge and difficulty.

As an example, assign different journal prompts to students based on their need for more or less challenge.
A classmate had to leave the room today just as the lab experiment was beginning to come to a conclusion. Please write that student a note explaining what happened in the lab, why it happened, and what practical use there is in the real world for what the experiment shows us. You're his/her only hope for clarity! Be as much help as possible.
Select a key or critical element in the experiment today. Change it in some way. What will happen in the experiment with that change? Why? What principle can you infer? Be sure you go for something useful, insightful, and intellectually or scientifically meaningful at your choice.

Cubing / Thinking DOTs
Readiness, Interests and Learning Profile

Using the six sides of a cube [or have task cards Think DOTs that have assignments on one side and colored dots that match a "dice" roll on the other side], students can "roll the dice" to see which activity they have to complete. You can use different cubes for different students depending on their readiness, interests and learning profiles.

Entry Points
Learning Profile

Developed by Howard Gardner in order to make students' early experiences with a topic more engaging and motivating, students are offered a variety of ways to "enter into" the study.

Narrational entry point - read or tell a story or narrative

Logical-quantitative entry point - provide data, use deductive reasoning, examine numbers, statistics musical rhythm, logic, narrative plot structure, cause and effect relationships

Foundational entry point - Big questions about life, death and our place in the world, philosophy, meaning

Esthetic entry point - emphasize sensory and/or surface features, activate aesthetic sensitivities

Experimental entry point - a hands-on-approach, dealing directly with materials (physically or virtually), simulations, personal explanations

Choice Boards
Interests and Learning Profile

Based on the subject of study, choice boards provide different assignment options that are generated to allow students to have choices of tasks to complete that may address their interests and learning preferences.

Orbitals
Interests

This learning tool typically involves students designing a short term independent project in order to delve deeper into topic that they are already studying in class. Students choose a curriculum-associated topic based on their interests and in collaboration with the teacher decide how and in what way the student would share the information with others. The project typically last 3-6 weeks and is often completed outside of school or if students finish classroom work early.

RAFTs
Readiness, Interests and Learning Profile

A matrix or chart of specific elements from a unit of study that have the headings: Role, Audience, Format and Topic. Students are either assigned a strip or are given choices based on the trait of the student that is being addressed and the teacher's purpose for the assignment. See example below...

Also:
* Complex Instruction

* Independent study/research projects

* Varied or supplemental texts

* Graphic organizers

* Varied journal prompts

Additional Resources:

The following websites may provide you with additional ideas or examples of lessons you might use or adapt for your classroom.
http://www.thecenterlibrary.org/cwis/cwisdocs/differentiation.pdf http://www.wilmette39.org/DI39/distrategies.html http://www.caroltomlinson.com/ http://www.nctm.org http://www.ncss.org http://www.readwritethink.org http://www.learner.org/teacherslab/math/patterns/index.html http://www.score.k12.ca.us/ http://webquest.sdsu.edu/ http://www.ncrel.org/sdrs/areas/issues/students/learning/lr2grap.htm http://www.nwrel.org/msec/index.html http://www.enc.org/focus/differentiated/ http://www.nsta.org What are your essential tips for differentiated teaching? Share in the comments section!

# data[].attributes.attachment_link.title
Quick Guide to Differentiated Instruction

# data[].attributes.attachment_link.description
Does your staff need Differentiated Instruction training? The K-12 Teachers Alliance can help you plan your in-service professional development at no additional cost. Good teachers have always understood that they don't just teach a subject, they teach individual students with different learning skills, backgrounds and abilities.

# data[].attributes.headline
How to use Edcanvas to differentiate instruction | The Cornerstone

# data[].attributes.subject
How to use Edcanvas to differentiate instruction | The Cornerstone

# data[].attributes.headline
50+ Tools for Differentiating Instruction Through Social Media | Edutopia

# data[].attributes.subject
50+ Tools for Differentiating Instruction Through Social Media | Edutopia

# data[].attributes.attachment_link.readable_text
If you experienced none of these scenarios, then you live in a world of possibility because you grew up with the many social media tools available to support all learners. If any of these scenarios bring back memories as a teacher or student, then you understand that we have many more tools today to ensure that learners succeed despite struggles, because students and teachers have so much more available to meet every learner's needs.

Selecting the Right Tool

For educators differentiating instruction, social media tools embrace collaboration and global access to people and other resources. We give students a variety of learning experiences that incorporate the capability to:

Exchange ideas

Provide positive, constructive, and kind feedback

Provide avenues to connect content with our learners' many different interests

The list of social media tools to differentiate for learning is increasing. This updated post explores more tools. At the end, I've included a link to twice as many tools that have become available in the year and a half since original publication: 100+ resources. First, let's consider the important framework to successfully use these tools for and by the learners.

Differentiating with social media is most effective when we plan learning experiences based on content, process, and product (our lesson structure) and incorporate readiness, interests, and learning profiles (student voice). The following guidelines can help any classroom teacher ensure that the tool used will address students' needs:

1. Be clear about the academic learning outcomes.

2. Assess what students know and don't know.

3. Identify related student background connections.

4. Utilize social networks that can:

Address needs for struggling learners

Ensure that advanced learners are growing.

Connect content to authentic purposes in the world beyond school.

5. Use fog-free assessments that track learner progress.

While the collaboration capabilities of many social media tools can overlap, some may be more effective than others depending on how they're customized for student voice.

Readiness

Readiness focuses on a student's current academic skill level. Work is structured to help them address any gaps or needs for enrichment. Students work in like-skill groups for specific, targeted support to address a common need, such as guided reading or tiered (leveled) activities. They also collaborate in mixed-skill groups to support struggling students with needed skill development. Additionally, experiences can stretch the advanced students in a mixed-skill group -- they may have the core skills, yet the critical thinking challenges them and their teammates.

Consider these tools to assist with readiness:

Interests

Allowing students to tackle work based on the option that makes the most sense to them is crucial for cognitive connections. Seeing a concept in context of a topic in which the learner has great interest -- and possibly expertise -- can help him or her turn abstract ideas into concrete purpose. For example, a young lady's vlog series about her visit to a different country or maintaining and marketing a personal gaming channel opens up many possibilities for demonstration of skills in several content areas.

Here are some tools to help focus on student interests:

Youtube Playlists: There are many videos that address content from different perspectives, including the one way that a particular student or teacher needs to see it. Create playlists (like this one) to provide that variety.

Screencastify, Jing, and Snagit are tools that enable students to capture video of their screen. Video capture software allows students to use their resources such as gaming, coding, or productivity software, and capture it for video uploads. Here's an example using Minecraft: Building a Fusion Reactor from my Minecraft for Learning playlist.

Zoom, Skype, and Google Hangouts are video conferencing tools that include recording. They enable students to connect with field experts on relating content to the world outside of school. Experts are more likely to participate in mentoring and sharing their knowledge when they save time by not having to travel to the school.

Learning Profiles

When students address concepts from diverse perspectives, especially in collaborative groups, it can lead to in-depth understanding. Learning profiles are about providing each student with experiences that incorporate a variety of learning style elements, not just one. Such activities help students find deeper connections, especially if they share points of view via peer reflection and dialog.

Try these tools:

Thinglink uses pictures to place links in different locations where viewers can click to learn more. Here's an example.

Piktochart lets you create infographics to offer a visual explanation of a concept or idea.

Tackk lets you create small interactive pages or build a portfolio of work using different media tools.

Moovly, MindMup, PowToon, and Dipity are tools that provide students with different ways to express their ideas, such as mindmaps, timelines, and video presentations. Give students a mix of tools and they will find what works best for them.

And the List Keeps Growing

Here is the complete list of 100+ social media tools for exploration. Consider which will best fit the current needs of your diverse learners. More will be added on a regular basis. What tools do you use? Please share in the comments section below. They'll get added to the 100+ list.

Endless Possibilities

We truly are in a brave new world -- the good kind -- where differentiation opportunities evolve due to the variety of social media tools available. No longer are students and teachers limited to resources purchased for the classroom. For example, 1:1 computing grows as schools understand the value of student contact with outside resources. As more schools allow students to use their "internet devices" (i.e. phones), learning options increase with access to social media apps and other online tools such as those mentioned above.

In the past, limited access placed a hardship on teachers to meet the diverse needs of their students, especially when school resources were limited. In this brave new world, we are fortunate to live and work in an environment where the possibilities are endless for getting students what they need when they need it, and in a format that works best for them. How are you tapping possibilities to meet learner needs?

# data[].attributes.attachment_link.title
100+ Tools for Differentiating Instruction Through Social Media | Edutopia

# data[].attributes.attachment_link.description
If you experienced none of these scenarios, then you live in a world of possibility because you grew up with the many social media tools available to support all learners.

# data[].attributes.headline
Possible Strategies to be used to Differentiate Learning Experiences for  Students in Technology Subjects 

# data[].attributes.subject
Possible Strategies to be used to Differentiate Learning Experiences for  Students in Technology Subjects 

# data[].attributes.headline
Inclusion in the 21st-century classroom: Differentiating with technology - Reaching every learner: Differentiating instruction in theory and practice

# data[].attributes.subject
Inclusion in the 21st-century classroom: Differentiating with technology - Reaching every learner: Differentiating instruction in theory and practice

# data[].attributes.headline
Differentiation Strategies that can be used in the Technologies Subjects

# data[].attributes.subject
Differentiation Strategies that can be used in the Technologies Subjects

# data[].attributes.body
Teachers can differentiate learning experiences to meet the learning needs of students by considering the following:

Teachers may differentiate the delivery of content where appropriate, and include a range of resources to support student learning.

Differentiation strategies may include:

curriculum compacting

providing key vocabulary

developing individual learning goals

including learning centres to facilitate guided or independent learning

providing a variety of stimulus materials in a range of mediums.

Teachers may differentiate the learning activities by making modifications to instruction and student groupings.

Differentiation strategies may include providing opportunities for:

tiered and levelled activities

interest centres

learning contracts

problem-solving and challenge-based learning opportunities

open-ended questioning

group and independent study.

Teachers may differentiate the ways students demonstrate their learning based on their learning preferences, interests and strengths.

Differentiation strategies may include providing opportunities for:

collaborative and individual learning

project-based work

student choice

teacher/student dialogue around learning activities.

Teachers may differentiate the learning environment by considering the physical, virtual and social context where learning takes place.

Differentiation strategies may include consideration of the:

structure and organisation of the classroom, including class routines

ways students interact with and work with others by providing opportunities for individual, collaborative and whole class group work.

Teachers can differentiate assessment experiences by making adjustments to and modifying assessment for learning activities for individual students or a group of students to cater for:

different learning needs

a range of learning styles and preferences.

# data[].attributes.body
Differentiated programming:

provides teaching, learning and assessment for learning experiences that cater for the diversity of learners so that all students can learn effectively

provides alternative methods and choices for students to demonstrate their knowledge, understanding and skills

considers what resources and stimulus materials will assist students

includes a range of activities and resources appropriate for students with different learning needs and levels of achievement

promotes flexible learning experiences and encourages students to work at their own pace to develop their knowledge, understanding and skills

monitors student learning over time using evidence of student achievement to guide future teaching and learning opportunities

considers how individualised feedback to students can help identify student strengths and areas for improvement.

Differentiated programming provides students with opportunities to:

demonstrate, in different ways, what they know, understand and can do at different points of the learning cycle

discuss with their teachers their preferred learning style and new ways of learning

explore, experiment and engage with the concepts and principles underpinning what they learn

develop higher-order thinking and creative and critical thinking skills.What Differentiated programming

# data[].attributes.body
Students are individuals who learn at different rates and in different ways. These individual differences may influence how students respond to instruction and how they demonstrate what they know, understand and can do. Individual differences may include:

cognitive abilities, including students’ current level of understanding and ability in relation to a particular topic or skill

prior learning experiences

learning styles and preferences

motivation and engagement with learning

interests and talents.

Through differentiated planning and programming, teachers can consider students’ varying abilities, learning styles, interests and needs.