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Differentiation Meets Digital Technology | literacy beat

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Differentiation Meets Digital Technology | literacy beat

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By Thomas DeVere Wolsey

Differentiating instruction is a time-tested way of thinking about meeting students' needs as they make progress toward achievement or learning targets. Differentiation is an elegant mindset that suggests to teachers a framework that permits them to engage students while focusing on learning results, and digital technologies offer many opportunities to differentiate instruction in meaningful ways. However, differentiating instruction takes a concerted planning effort on our parts as teachers and teacher educators. This is especially so as we develop a mindset that differentiation can be effective. In this post, I propose a three-phase approach to planning differentiated instruction:

1. Where do we start planning for differentiated instruction with technology?

2. What are considerations for who we teach, what we teach, and how we plan?

3. How do I put it all together?

Throughout this post, you will notice a pattern of threes based on where, what and who, and finally how. Because examples often help, this post will close with one which I hope will inspire you to even better differentiation with technology.

Where Do We Start the Planning Process?

Curriculum: What standards and lesson objectives are appropriate?

Results: What are the key attributes of the target concept to be learned? What is acceptable evidence that students are learning?

Resources: What human, digital, and traditional resources are available?

Let's start with a premise: Planning differentiated instruction enhanced by technology is a perfect fit for the principles of understanding by design (Wiggins & McTighe, 2005) in which teachers plan instruction based on the results they intend for their students. This means that before any digital tools are chosen, before a single activity is determined, before assessment instruments are designed, the intended results must be decided. Results are informed by standards and further refined by lesson objectives. They are carefully honed predictions for student learning that require the teacher to determine the key attributes of target concepts and consideration for what acceptable evidence of learning might be. Once we know we have this down, the rest falls into place.

Right now, you might be wondering, "Hey, where's the technology?" At this point in our three-phase approach, we can ask ourselves what human, digital, and more traditional resources are available to support these learning events. It will be tempting to think something like, "I really love Prezi and Glogster" so I'll design my activity around those two tools." An analogy might be helpful here as a kind of caution about choosing the technology before moving forward with other aspects of instruction.

In my backyard, I have decided to build a shed to store potting soil, extra pots, shovels, and so on. I know I have a claw hammer and a sledge hammer. I like my hammers, so I decide that those are the tools I will use. Already, you can see this will not work out well. I may need other tools, and I may even have to borrow one from a neighbor or go to the hardware store and buy a tool for this task. To be successful, I will need a pretty good inventory of the tools that are required for the job, the tools I own, and the tools I will borrow or buy. Planning to use technology to improve differentiated instruction is like that, too. The technology should match the demands of the tasks.

What Do I Differentiate + Who and How?

Differentiate curriculum by process, product, or content

Based on readiness for learning relative to the standards and objectives, student interests relative to the standards and objectives, and the way they learn in general

While considering overall lesson design and time requirements

Once we have a firm grasp on what results we expect based on standards and objectives, we can begin to think about the best ways to challenge our students. Embedded in what we differentiate are considerations for who our students are and what we know about them along with what aspects of the curriculum might result (there is that word again) in effective student learning. Curricular elements we can differentiate commonly include the processes of learning, the products of learning, and the content on which learning is based (Tomlinson, 2001). Juxtaposed with those elements are the needs of the students including their readiness for learning relative to the standards and objectives, their interests relative to the standards and objectives, and the way they learn as a general rule. Learning needs and curricular elements or demands can be thought of as a matrix, as represented in figure 1. What cell on the matrix might produce the best learning results for the specific students sitting in the classroom? Finally, we need to decide what part of the lesson will be differentiated, how much time is available, and how this lesson fits in broader learning goals.

How Do I put it All Together?

Develop options and choices for learning

Based on identified learner needs relative to the standards and objectives

While keeping in mind key attributes of the target concept and intended learning results

Options: High-quality differentiation typically means different students doing different things that lead to achievement of a common learning goal. Developing options is an effective way to put differentiation into effect. Sometimes the options are choices students can make based on the information they have about their own learning needs. At other times, the options are decisions that teachers make for students or are choices students make with guidance and nudging from their teachers. Options for learning in high-quality differentiation are always made with the key attributes of the target concept and effective learning results in mind.

Teachers develop options that meet identified learner needs while keeping key attributes of the target concepts and results in mind.

Checking for Differentiation: To check the effectiveness level of differentiated instructional tasks, fill in this sentence with details from your own lessons. Choose the element from the list in brackets or fill in your learning objectives or standards:

Based on what I know about the curriculum and my students, their [interests, readiness, or learning profiles] are [identify those interests, readiness levels, or learning profiles] relative to the objective of [insert the objective]. The [process, product, or content] will help students [achieve the objective] because...

So, Why Technology?

Early in this post, I asserted that technology offers the potential for powerful differentiation that results in high-quality learning. How digital technologies are embedded in the learning tasks is vitally important. They can be simple tinkering (or micro-differentiation, as Tomlinson, 2001, asserts) or those digital tools can vastly improve how students learn and how they interact in our digital world. In choosing tools to be part of the options or choices available to students, three (remember our rule of threes for each phase?) questions can guide our thinking about what tools are appropriate and useful.

What tools do my students know or might they learn to use?

What digital technologies are available to the students in the classroom, at school, at home? And a corollary: What digital technologies can students bring with them to school to assist in their learning?

Will the digital technologies that are part of the options for students really improve their learning relative to standards, objectives, and intended learning results?

Another example of high-quality differentiation using technology is available in this video:

An Example from a High School English Classroom

Imagine a high school English course in which students are expected to understand and analyze characters in novels they selected as part of a coming of age unit. The standard, drawn from the Common Core State Standards Initiative (CCSS, 2010) informs these differentiated tasks.

RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

The lesson objective relates directly to the CCSS standard; that is, students will be able to form inferences about characters from dialog and from their actions. Making inferences about characters from dialog and actions are key attributes that the teacher will use in guiding students as they work on differentiated tasks, and that will inform feedback she provides to students as they work. In the following example tasks, notice how the tools enhance the learning rather than restrict it; at the same time students are encouraged to use new literacy skills in learning as they complete the tasks. In these examples, presented as directions to students, tasks are based on student choices, provide flexible grouping arrangements, and encourage a limited range of technologies that align with the intended learning result.

Differentiation of Product by Student Interests (based on the novels they selected to read):

1. Sometimes what characters in novels we read say speaks volumes about them. Work with someone who read a book that is different than your own. Using Voicethread or a podcast, each partner should choose a character from their respective books. Create a dialog between those two characters that is clearly based on inferences you made about your respective characters. If you choose to work with Voicethread, choose appropriate images to correspond with the dialog you create. Ask yourselves, what would these two characters from different novels say to each other about their coming of age experiences? Challenge: Can you include, in your dialog, references to characters' actions that lead you to believe characters would respond in a certain way?

2. Sometimes what characters in novels we read do tells us volumes about them. Work on your own to create a tree diagram, which includes several levels. If you would like to see an example of a tree diagram, click here. Use one of the interactive graphic organizer tools you find on the class webpage (for readers of this post, some possibilities are listed among the many tools here). At level one, identify the character and include the title of the novel. At level two, identify three or four characteristics of your chosen character that are based solely on their actions. At level three, find three or four actions in your novel that support your choice of attributes. Hint: You may want to choose the actions and categorize them, then identify the characteristics based on those attributes. Challenge 1: Share your graphic organizer with another member of your group and ask that person to add to your graphic organizer by either expanding the list of characteristics or adding to the possible actions that support the characteristics you chose. Challenge 2: Can you add a fourth level with an example from what characters say that supports the characteristics you chose?

3. Sometimes what characters in novels we read do and say tells us volumes about them. Using the Twurdy search engine, find three reviews of your novel that include analysis of the characters in the novel you read. Post your findings along with a paragraph indicating why you agree or disagree with the reviews you found. Be sure to include evidence in the form of inferences you have drawn from dialog or actions. Three to five examples will serve as evidence. Work with a member of the class who read a different book than you did to determine if there are common attributes for the characters in the two different novels. Use Google Docs to create a matrix similar to the one you see here. Share your link on the class wiki. Challenge: Can you identify a character from your novel that is like any of the characters in our reading of a Shakespeare play (or other touchstone text) earlier this year?

In each example task, the students act on the interest in the novel they have read, and they create a product that is true to the standards and objectives. Each can be assessed based on the intended results that are embedded in the standards, and each includes technology components that might increase student learning through collaborate to further enhance learning. Using the sentence frame suggested above, the teacher checks for differentiation:

Based on what I know about the curriculum and my students, their [interests ] are [grounded on the novels they selected to read for literature circles] relative to the objective of [character analysis]. The [product] will help students [analyze characters] because they must attend to the critical attributes of a character's actions or interactions in dialog.

In your classroom, what successful tasks have you designed with the end in mind that were built on solid principles of differentiation and use of digital technologies? Use the comment button to add your thoughts to the conversation.
References
Common Core State Standards Initiative. (2010). Standard RL.9-10.3. Common Core State Standards for English language arts & literacy in history/social studies, science, and technical subjects. Council of Chief State School Officers and the National Governors Association. Retrieved from http://www.corestandards.org/the-standards/english-language-arts-standards/reading-literature-6-12/grade-9-10/

Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms, 2nd ed. Upper Saddle River, NJ: Pearson.

Tomlinson, C. (1999). Differentiated classroom: Responding to the needs of all learners: Alexandria, VA: ASCD.

Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2 nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development

Filed under: differentiation, new literacies, Search engines | Tagged: Wolsey |

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A Planning Process for Differentiated Instruction with Digital Tools By Thomas DeVere Wolsey Differentiating instruction is a time-tested way of thinking about meeting students' needs as they make progress toward achievement or learning targets. Differentiation is an elegant mindset that suggests to teachers a framework that permits them to engage students while focusing on learning...

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The page you are looking for is no longer available. As stated in our communication in January 2018 and subsequent site banners; as of July 31st, 2018 all Free and Classroom Wikis were disabled and are no longer accessible. We thank you for your interest in Wikispaces over the years and wish you all the best with your future endeavours.

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5 Online Tools for Differentiated Instruction and Assessment - EdTechReview™ (ETR)

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5 Online Tools for Differentiated Instruction and Assessment - EdTechReview™ (ETR)

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Nowadays' classrooms are filled with diversity. Each student is unique and has a core set of values, perspectives, concerns and agendas in the learning environment. Teachers need to design different curriculum for different students because the ability

to learn varies from one student to another.

And the need of giving different types of instructions to different students to enhance their learning is also absolutely necessary. Many educators are searching for methods that help them accommodate the learning needs of all their students. Many of these methods are incorporated in the general approach of Differentiated Instruction. Not all students are alike, hence based on their learning abilities, Differentiated Instruction applies an approach that incorporates many effective methods of teaching and learning and provides students with multiple options to enhance their learning.

and assessment (also known as differentiated learning) is a framework or philosophy for effective teaching that involves providing students with different avenues to acquiring content; to the processing, constructing, or making sense of ideas; and to developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in abilities. This article provides you with the information about some online tools which help you in delivering Differentiated Instruction for your students.

The core principle on which Gummii is founded is "Virtually every child can become skilled at math."

Different kids learn in different ways: One will get the concept of addition by counting groups of blocks, another might get it by looking at a ruler, the third might prefer to work with balance. Gummii recognizes the fact that concepts need to be presented in a variety of ways, so kids can explore and grasp them in whatever order feels right.

The above mentioned are the few sites which help teachers to structure learning environments to address a variety of learning styles, interests, and abilities found in students within a classroom. We'd like to know your personal views on "Differentiated Instruction and Assessment". And If you know a few more tools like these, please feel free to share with us in the comment box.

Devotee of Dr. Abdul Kalam. Following his path of Creating Creative Education in India. Contributing my works in "India Vision 2020". Former EdTech Blogger/Researcher at ETR India

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5 Online Tools for Differentiated Instruction and Assessment

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Nowadays' classrooms are filled with diversity. Each student is unique and has a core set of values, perspectives, concerns and agendas in the learning environment. Teachers need to design different curriculum for different students because the ability to learn varies from one student to another.

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Differentiated Instruction Visually Explained for Teachers ~ Educational Technology and Mobile Learning

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Differentiated Instruction Visually Explained for Teachers ~ Educational Technology and Mobile Learning

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Educational Technology and Mobile Learning

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September, 2014
Here is an interesting visual I stumbled upon today while I was browsing through my Twitter feeds. The visual is an overview of what differentiated instruction is all about and sheds some light on key concepts related to this instructional method. In a nutshell, differentiated instruction is primarily suiting instructional means to meet individual learning needs. As such it targets the following areas:

Improvement of learning outcomes

Increasing learners' self-awareness

Helping students learn more efficiently and with deeper understanding

Inspiring a love of learning

Increasing engagement.

There a wide variety of reasons that make differentiated instruction a necessity in the teaching pedagogy. Some of these reasons according to Knewton are:

Students have different learning needs

They come from various educational and academic backgrounds

They have different attention spans and interests

They have different language abilities

They have different cultural and social backgrounds.

Have a look at the visual below to learn more about differentiated instruction
Courtesy of Teachthought
Follow us on : Twitter, Facebook , Google plus, Pinterest .

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Differentiated Instruction Visually Explained for Teachers

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September, 2014 Here is an interesting visual I stumbled upon today while I was browsing through my Twitter feeds. The visual is an overview of what differentiated instruction is all about and sheds some light on key concepts related to this instructional method.

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Using Google Classroom to Differentiate Assignments | Teacher Tech

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Using Google Classroom to Differentiate Assignments | Teacher Tech

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What is nice about a digital environment is the ability to differentiate. Google Classroom allows you to build a set of resources for a single assignment. This makes it possible to offer students choices as to how they access the information or how the student would like to address the assignment.

Rather than focusing on the directions for an assignment, instead focus on what the learning outcomes are suppose to be. What learning do you want students to demonstrate. Offer some choices for ways they can do this.

I always like to include a "choose your own adventure" option. Since Google Classroom allows students to make a private comment to the teacher on the assignment, the teacher and student can negotiate other options without revealing this to other students.

Consider Your Learners

As the teacher you have a good idea of the differing needs of the students in your class. Some students need scaffolding and others are ready for a wicked challenge. Go through your roster of students and compare to your assignment options. Based on your knowledge of each child, is there something that will appeal and excite that student at their level?

When adding resources to the assignment in Google Classroom try to provide different types. A website explanation, a video, a movie clip hook, etc... This allows students to access the content in formats that align to their interests and learning styles.

Just Above Their Ability Level

Games teach us that to motivate a player you want to give them a challenge that is just above their ability level but within their reach. If a task is too hard for a student they will likely give up rather than persevere. Differentiating assignment options to allow students to find something they can be successful at can help maintain motivation.

Leveling

If you are concerned about students choosing options that are below their ability level consider coding the options with levels. Just like accelerated reader helps students to choose the books that are at their ability level, coding assignment options can help students choose appropriately.

I number my assignments (#001, #002, #003, etc...) in order to make it easier to locate the assignment in my gradebook and in my Google Drive Classroom folder. This also makes it easy for students to locate the assignments in their Google Drive.

For my collection of resources in Google Classroom I will start each of the assignment titles with the assignment number. This way it is easy to identify which resources go with which learning objective.

The genius of Google Classroom is the student turn in process. Google Classroom is not simply a swapping of a Google Document, instead it allows the student to build their submission in a variety of ways.

Have students name their files with the assignment number to clearly demonstrate which learning outcome it goes with. If a student were to recreate a historical city in Minecraft instead of writing an essay they could screencast their creation, upload to a video service such as YouTube or Vimeo and submit the link to Google Classroom. Other students will add their Google Document from Google Drive.

Unlike traditional turn in methods, Google Classroom makes it easy for students can build a collection of resources to submit. The elements of the student submission are neatly organized and easy for the teacher to access and assess.

Since Google Classroom collects in one place each students submission for a particular learning outcome it makes it easy for the teacher to accept a variety of different options.

Privacy

When students submit their assignment to Google Classroom their assignment is NOT displayed to anyone else in the class. In a non digital classroom it can be very obvious that different students are handing in different things. This allows students who struggle or who were given alternative options to not be called out in front of their peers.

A Conversation

Within Google Classroom the teacher and the student can have a private back and forth discussion about the document. Even when the student turns in the work the teacher can give suggestions or encourage the student to demonstrate understanding at a higher level. The teacher returns the assignment to allow the student to make those corrections and turn it back in. The comment thread in the assignment itself allows the teacher and the student to have an ongoing conversation about the students work to help get the student where they can be.

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Using Google Classroom to Differentiate Assignments - Teacher Tech

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What is nice about a digital environment is the ability to differentiate. Google Classroom allows you to build a set of resources for a single assignment. This makes it possible to offer students choices as to how they access the information or how the student would like to address the assignment.

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Donovanscience | Technology Integrationist looking to help create better learning environments for students.

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Donovanscience | Technology Integrationist looking to help create better learning environments for students.

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Although ISTE 2017 was almost 2 1/2 months ago, I am still thinking about all of the great conversations I had with other educators after my Ingnite presentation. I was ecstatic to be able to share how my learning as a kid was affected by a piece of technology.

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How Google Empowers Differentiated Learning | Google Apps For Education Tips & TricksHow Google Empowers Differentiated Learning

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Digital Differentiation With Google Apps - Shake Up Learning

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Digital Differentiation With Google Apps - Shake Up Learning

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The Shake Up Learning website and blog by Kasey Bell provides educators with digital learning resources, and tips and technology integration ideas.

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Shut the Front Door! Digital Differentiation With Google Forms - Shake Up Learning

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Shut the Front Door! Digital Differentiation With Google Forms - Shake Up Learning

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Shut the Front Door (Again)! Updated Differentiation with Google Forms!

UPDATED March 2017! There are so many amazing things we can do with Google Forms. One of my favorite features allows us to differentiate a form for students, meaning we can send students to different questions and pages of information based on how they answer each question. It can get complicated very fast, so hang on tight for some tutorials, details, and classroom application ideas!

Note: The original post was inspired by a comment I received during my "Digital Differentiation with Google Apps," session at the Texas Google Summit in Brenham, Texas. Michael Ogg, aka @PrincipalOgg, shouted, "Shut the front door," when I showed how to use branching in Google forms. Thanks, Michael for one of the best comments I've ever had during a presentation, and for giving me a great title!

What is Branching in Google Forms?

Branching in Google Forms is a way to send a respondent to a different page or question based on how they answer. You have probably experienced this type of strategy if you have taken a survey that takes you to more specific questions based on how you answered basic questions. For instance, if I asked, "Do you teach elementary, middle, or high school?", I could then take you to another question to ask what subject area you teach based on your level.

To the left is a visualization of branching in Google Forms (created with Google Drawings). Each answer option could add another branch. The branches can go in as many directions as you like and can get complicated very quickly. This is just to give you an idea of why it is called branching and the importance of planning your "branches." Be sure you keep reading and take note of the tips below!

To get an idea of how this can be used, I have created a sample form, " Google Drive Review." This is just one way this feature can be used to help students review material. For instance, if a student answers incorrectly, they can be taken to a review video and be given the chance to answer the question again. Note: my sample form is very short, and just for example purposes (more application ideas included further down.) CLICK HERE to take the review and see how branching works. (Hint! Answer incorrectly, to see where that takes you.)

I designed this quiz as a review example for Google Drive. If respondents answer incorrectly, as indicated in this image, they will then be taken to a review page with a YouTube tutorial. (Yes, you can insert YouTube videos!) Then they will be asked to answer the question again, as seen in the image below. Respondents will keep reviewing the skill until they get the question correct, and then they move on to the next question.

How to Use Branching in Google Forms:

Google Forms doesn't actually call this branching. So if you are searching for this in settings, you will not find it. Branching is really just the concept. In order to send students/respondents to another option based on how they answer, you have to create new pages or, "sections" in your form. This is the key to making branching work! This little setting can make a BIG difference and can offer ways to use Google Forms to differentiate for students.

In Google Forms, you can enable branching for multiple choice or dropdown question types by selecting, " Go to SECTION based on answer. " (formerly, "Go to PAGE based on answer," in the old forms.)

To see how this works:

1. Create your first question. (Note: This option is only available for multiple choice or dropdown questions types.)

2. Then go to the three dots in the bottom right of the question box and select: Go to section based on answer. (See the animated GIF below.)

3. Make the question "Required."

4. Shuffle answer options to help discourage cheating. (Optional, but recommended.)

Now that you see how the process works within the question, it's time to plan and create your sections. The key to making this work is to create section breaks. Notice in the animation above, the dropdown that appears next to each answer choice once you enable, "Go to section based on answer." You can only choose another section once the other sections have been created. Again, planning is your best friend in branching! Plan you branches and sections, then go add each section to your form.

1. Using the menu to the left of your question, click on the bottom icon to "add section." You will see sections added below and numbered accordingly.

2. Add as many sections as you need.

Add Section Title and Descriptions

I cannot emphasize how much adding a title, and description to each section helps before you go back to each answer and choose a section. This will help keep your organized. Remember, this can get complicated very quickly and staying organized will help greatly.

To add a section title and description, simple click on each section title and description box to get the cursor and edit. Note how I named my sections in the example given above. I titled them, "Question 1", or "Question 1: Review the Skill." Depending on how you decide to use this feature, your titles may need to be even more specific.

Match Sections to Answers in Each Question

Here's where those titles come in handy! Now, you need to go back to each question (enable, "go to section based on answer," if you haven't already) and then select which section each answer will lead to next. By default they will all just progress to the next section. Once you get this pattern down, it is very easy to do. Again, planning this ahead of time will make this process so much easier!

Branching Tips (PLEASE READ!)

Start small, just a few questions.

I cannot say this enough! The first time you try this, do not do more than five questions. I repeat. This gets very complicated very quickly!

Plan or Map out your branches before you begin.

Planning is your best friend when it comes to branching. Decide ahead of time how many answer options and how many "branches," you need or want. Plan it out on paper, in Google Drawings like I did above, or using your own preferred tool.

Utilize the page titles and descriptions to help you organize.

As mentioned above, this can save you time and frustration if you use consistent and specific titles and descriptions for each title.

Test it! Then, test it again!

Now you have to test it. Test every answer option in every question. Then send it to a friend or colleage to test it. It's so easy to miss one little thing. Testing is a must!

Other Ways to Use "Go to Section," Feature

The possibilities of this feature are endless. There are so many other ways you could use, "Go to section based on answer," besides the review style I showed in my example. Below are a few ideas to get you thinking about possibilities for your class.

When a student answers correctly, they could be taken to a harder question.

When a student answers incorrectly, you could show more specifically where they went wrong with each answer choice (not just review a concept)-like solving a math problem incorrectly.

Student choice: Use this feature to allow students to select from a menu of choices to demonstrate their learning, then upload the file to the form to submit. The spreadsheet would allow you to see what they select and should be working on during class.

Gamify! What if every correct answer revealed a clue or a puzzle piece? Students could collect and work individually or collaboratively to put together.

Put this feature in students' hands and let them create something for their class, or another class to teach a skill, or play a game.

Sylvia Duckworth's Choose Your Own Adventure with Google Forms

How could you use this feature in your classroom? Please share in the comments below.

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Shut the Front Door (Again)! Updated Differentiation With Google Forms

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There are so many amazing things we can do with Google Forms. One of my favorite features allows us to differentiate a form for students, meaning we can send students to different questions and pages of information based on how they answer each question.

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Doctopus (Add-on) - New Visions CloudLab

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Doctopus (Add-on) - New Visions CloudLab

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Differentiate Instruction Using Google Apps - Electronic BrainsElectronic Brains

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Differentiate Instruction Using Google Apps - Electronic BrainsElectronic Brains

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Theories that Inspire Great Instruction

As a trained Special Education teacher, I have always believed that it is essential to offer a variety of learning strategies and project opportunities to the students in my classroom. I have always worked hard to create interactive multi-modal activities and learning opportunities, often providing , games, posters, white boards, mini chalkboards, personal anchor charts and graphic organizers for students, aiming always to provide the tools and strategies individual students need in order to succeed, never believing in the -size-fits-all model of instruction.

Over the years, I have been inspired by a number of great instructors and theorists, with Howard Gardner's theory of Multiple Intelligences most influential in my instructional planning, delivery, and assessment. Gardner identified a variety of modes of learning, and with his theory, challenged the notion that the delivery of instruction needs to be the same for all students in the classroom. Closely linked to the theory of Multiple Intelligences is differentiated instruction, where educators vary their instruction, assignments, and assessment in order to address the multiple intelligences of students. Universal Design for Learning also plays an important role in my instructional style, as it posits that what is essential for some is good for all. You can learn more about such principals and theories in a fabulous document called Education for All, where UDL and differentiated instruction are identified as essential in instructing the widely diverse learning needs of students in Ontario. All those theories and principles have always encouraged me to examine and re-examine my instructional strategies.

Essential Technology and Google Apps

When I first began teaching, I used technology to find resources and lesson plan ideas, and to communicate via e-mail. However, entering the field of Special Education opened my eyes to the benefits of using technology to differentiate instruction. Technology that is essential for our special education students can benefit everyone. Although a large variety of software and apps are available to our students, the free suite of tools available from Google Apps are by far my . In September, I posted the article, "Google Apps for Education Bootcamp", in which I recounted my experience learning about Google's Apps for Education. For those of you who read my blog, you may remember that I attended LEARNStyle's Google Bootcamp in the summer. At that point, I was fairly new to Google Apps in Education, but have been using them passionately ever since. I was excited by the possibilities offered by Google Apps in Education. I realized at the Bootcamp that as I re-entered the regular stream classroom, my students and I could really benefit from the collaborative nature of Google Apps. In addition to that, students in my classroom with special education needs could easily create and find documents using Google Docs without panicking that they forgot where their work was saved and how to retrieve it.

Meet the Needs of All Your Students with Google Apps

Since that time, I have had the opportunity to use Google Apps for Education a diverse group of grade 5 students, including seven students identified with special education needs who require a modified curriculum. Since September, I have used Google Apps with all my students, joyfully discovering that the needs of all students were met. I scaffolded my instructions, and always offered tips to challenge more advanced learners in the classroom. Today, all students in my classroom use Google Docs and Google Presentation to collaborate with classmates. I find that I am easily able to challenge my students to extend their ideas and thinking, while accommodating the needs of my special education students. As I experimented with Google Apps in the classroom, I looked for additional programs to differentiate student instruction, and found a whole host of third party apps available through the Chrome store.

"Differentiate Instruction in an Integrated Classroom Using Google Apps": an Interactive Workshop

On Wednesday October 23rd, I had the opportunity to present a workshop to a group of educators from across Ontario at ECOO's Bring IT Together in Niagara Falls, Ontario. I took part in the Google Spot which was put on by DJ Cunningham of LEARNStyle. During the breakout session, I led an interactive workshop entitled "Differentiate Instruction in an Integrated Classroom Using Google Apps". I used Google Presentation to put an interactive slideshow together for users. Pages include hyperlinks to information about the foundational theories which inform my teaching, collaborative activities to engage in during the workshop, and links to instructional videos to support those new to using Google tools and apps.

Multiple Intelligences Inventory and Choice Board

How do your students learn? Are they actively involved in selecting their culminating tasks? Are your students fully engaged in their learning? If you did not say yes to each question, it is imperative that you have your students examine their learning preferences and areas of intelligence. I am sharing my workshop with you. Included in the workshop a Multiple Intelligences test for students, and a Multiple Intelligences choice board using Google Apps. You may use the slideshow as you wish: explore Google Apps; learn more about DI, UDL, and MI; discover your Multiple Intelligence by taking the MI test available; or use the MI Choice Board with your students in order to differentiate classroom tasks.

Tip: In order to use the interactive activities available without the risk of sharing a document, presentation, or drawing with other users, make a copy of the content on the page, and paste it into your own document, presentation, or drawing. I have included comments in the margins in order to guide you.

I encourage you to spend as much or as little time as you need the tools you feel will benefit your students. However, I highly recommend that you take some time to explore the multiple intelligences with your students, and have students take the I have provided. Once students have a good understanding of their areas of strength, they can use the MI choice board to select tasks that utilize tools available through Google Apps or the Chrome store.

For your convenience, I have listed the links that are available in the presentation.

Instructional Theories and Resources
Differentiated Instruction
Integrated Learning in the Classroom
Universal Design for Learning
Education For All
Howard Gardner's Multiple Intelligences
Interactive Workshop Activities and Instructional Videos

Multiple Intelligences Inventory
MI Inventory Analysis Graph
MI ChartDiagram)
MI Choice Board Utilizing Google Apps and Digital Tools

Hangout With Me (Practice Google Hangouts with Colleagues)
Google Hangouts Tutorial for Educators

Let's Draw Together (Practice Using Draw with Colleagues)
How to Use Google Drawing

Play with Google Forms (Practice Google Forms)
Google Forms 2013 Tutorial

Google Third Party Apps Listed in the MI Choice Board

Image: Shutterstock

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Differentiate Instruction Using Google Apps

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Theories that Inspire Great Instruction As a trained Special Education teacher, I have always believed that it is essential to offer a variety of learning strategies and project opportunities to the students in my classroom.