Coach teachers in and model design and implementation of technology-enhanced learning experiences using differentiation, including adjusting content, process, product, and learning environment based upon student readiness levels, learning styles, interests, and personal goals
As a teacher in a dual language program for most of my career, I was familiar with adjusting content based on the need of students. Often that meant translating math assignments due to the language needs of my students. Technology would allow me to quickly adjust a math assessment or assignment by translating it into Spanish while also rewriting problems to focus on computation instead of reading skill. Even if I did this for one particular student, often those same translations would be useful for students who spoke English but were more proficient in Spanish.
Technology allows us to differentiate content and learning in numerous other ways. In my classroom, YouTube was another resource that would allow students to see content of different levels based on individual readiness. As a teacher I needed to show them some skills, like searching within a YouTube channel or navigating by keyword. However, more than that I had to remind students that they could continue using YouTube to learn academic content since all were familiar with the tool for entertainment but not necessarily classroom use. Video is one example of how I adjusted learning and content based on student readiness, interest, or need, but it isn’t the only way to differentiate for students. Other students might choose to share their learning in a blog or slide show.
Participating in project based learning, expeditionary learning, challenge based learning and CDT are other ways to adjust content, process, product, and learning environment based upon student readiness levels, learning styles, interests, and personal goals. These different learning experiences appeal to different learning styles and often allow different students to be successful in the classroom.
For more about Expeditionary Learning see Collaboration with Parents, Student Motivation, and Success
For more information about CDT and interdisciplinary units see my complete blog post on The Innovative Designer – Building a Tolerance for Ambiguity in Students
For more about using YouTube and other tools with students see Students as Creative Communicators and Contributors