Using Technology to Differentiate

Learning in Student-Centered Stations

Bell Work:

Participants may view the following video of high school teacher, Catlin Tucker, speaking about station rotations.


  • Define instructional differentiation and how to address it in student learning stations.
  • Teachers will explore various tools used to engage learners.
  • Teachers will create a rotation for their classroom with online and offline activities

Success Criteria:

  1. Teachers will know how to differentiate content based on student interest, readiness or learning profiles.
  2. Teachers can differentiate activities in stations.
  3. Teachers will have a choice board activity ready to incorporate into classroom instruction and one digital.
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As we begin today, we're going to see how lessons can be differentiated by viewing the video below.

Although the introductory video talked about differentiating for assessment, for today’s session we are going to focus on:

1) Content, 2) Process and 3)Product in our Station Rotations.

The core of differentiation is a relationship between teachers and students. The teacher’s responsibility is connecting content, process, and product. Students respond to learning based on readiness, interests, and learning profile.

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Things to Determine in Advance for a Blended Lesson

  • What is the learning target for the lesson and each station?
  • How will I present the standard or skill?
  • · Whole Group instruction that delivers materials and explains the rotation for the day/week

    · Using Powerpoint with Interactive notebooks or use Doodle Notes

    · Brainstorm activities that enhance the typical instruction. These activities can be online/offline. (Playposit, Nearpod, word sorts, Quizlet Live, Silent reading, STEM activity, iReady, etc.)

    · Alternative task cards, student prompts, recording forms, and suggested manipulative materials help meet the needs of students who struggle with reading or require additional support with organizational skills. In this way, you can modify tasks while still allowing students to participate in the same activity as their peers. These modifications maintain students’ self-esteem and support their engagement and motivation.

  • How will I group students?
  • Grouping Students:
  • * Reading level
  • * Writing level
  • * Interests
  • * Book Club
  • * Summative assessment score
  • How will I share the station schedule with the students?
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In each station we will use a strategy or tool that focuses on what teachers can prepare to address how students engage (Readiness, Interests and Brain Intelligences)

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Station 1 (15- 20 minutes) Differentiating Content

Complete the Nearpod on differentiating content both digitally and analog (with paper) for students. Use the code in the picture.

Station 2 (15- 20 minutes ) Differentiating Process

Participants will use the template and create a choice board for unit of learning.

· Learning menus, or choice boards, are varied activities that give students options on how they want to learn a concept. They often mimic a tic-tac-toe board where your classroom would pick three activities to complete (one from each row) to form a line. Choice boards address student readiness, interest or learning preference they are easily adapted to a subject area.

· A tiered activity is when students are doing the same activity, but it’s tiered according to level of rigor.

Step 1) Reference this article by Catlin Tucker on Choice Boards

Step 2) Look at examples of Choice boards or learning menus to as a way to differentiate process in regards to student interests
Link to a WWI choice board example

Step 2) Download and use this template and create your own following this criteria:

With a partner, plan a choice board with varying levels of activities. First column may be approaching, second column for students on-level, etc. Students that are approaching or on-level may do any/all in their column while pushing on to higher expectations with harder activities. The above-leveled students can complete their column while helping a peer if needed.

Station 3 (15- 20 minutes) Differentiating Student Products (Learning Evidence)

Step 1) Review the Multiple Intelligences Article

Step 2) Preview the Technology Tool Board.

Step 3) Create an account for 1 new resource that you plan on using in your class

Step 4) Test your knowledge Using Quizlet (

· Click on the link to study the multiple intelligences for the Quizlet live experience that will follow. Study link

ITC: If you have 6 or more participants, play the Quizlet live (Use this link)with them by clicking Quizlet Live at the top of the question set. If you have less then show them the demo or how to video that appears when you click on the Quizlet Live button. Quizlet live will divide the participants into teams. Teams need to sit together and work to determine which team member has the correct answer to the question.

Please complete the 2 reflection questions on the Padlet and then, the linked PD Evaluation.