Digital Differentiation

It's about our partnerships!

What does differentiation look like when we partner with technology and our students?

Collaborative Groups To Begin:

Join your group number below by standing with your device by the number. (1 to 6)

Choices: concept attainment activity, reading Learning for All-highlight very important points and/or use this smore.

Your goal:

Create one statement for your group to post on cloud by number on wall and electronically by commenting below or on the padlet link for your group number. Answer the question. (What does differentiation look like when we partner with technology and our students?)


Do concept attainment activity.

Read the statements and explore Learning For All.

Then click or tap on the screen after consulting with your team.

Write one statement about an important aspect of differentiation you believe we as educators should consider. Write it on the paper posted by the number for your group or in the padlet number group link. (Comment, first name only)

When the workshop is completed click this link to access my share point site:

-imovie trailer and practical resources

-differentiating instruction, creating artifacts

-differentiated artifacts (3 part lessons, assessment)

-presentation materials from today

Choose to complete paper feedback or gain access to on line feedback for this conference at the bottom of my share point site link.

If you are a Peel Educator, email me a request for access to one of my share point sites. (

Three Part Literacy Assessment For Learning

As you interact with the readings and resources, read the statements and consider if they show differentiation or not. Add new statements by tapping, adding your own descriptor and include the reference in brackets as you consider important aspects of differentiation in BYOD classrooms. (Use of various devices and tools)


Group 1

Group 2

Group 3

Group 4

Group 5

Group 6

In google docs, Differentiation -

For Study Stacks. (Created for differentiation

1. Sign up for an account at

2. Study Stack makes digital flashcards from and automatically creates games like crossword puzzles and Hangman for students to play. Both sites are interactive.

They are accessible on any device, and are useful as teachers can add content they develop.

3. Index cards can be used for questions teachers pose in inquiry. The questions can be used to introduce or preview content at the beginning of the unit, supported through modeled, shared, guided and independent practice. Partners such as ESL/ISSP support teachers can post adaptations for home practice.

4. Visual images taken from google images can be used to create many types of games. (match the picture to key words to support studying the content)

5. Here is a how-to use it video

Create a picture match to single words.

Create a game of hangman guessing the correct energy word.

The games you create can be displayed on My Class as it provides a link at the bottom of each page.



Partnering For Student Success

Digital Citizens, Inquiry In Action

Questions and Answers

What theories should we be knowledgeable of as we implement learning in a digital age?

Inquiry based learning along with connectivism are essential to explore in my opinion. We are partners with our students. Teachers pose rich questions from the big ideas in science/social studies such as Sustainability, Inclusion and Digital Citizenship. Through questions of student interest and exploration in inquiry students find ways to create, form opinions, consider audiences and create diverse texts/presentations to take action on issues of importance to them.

Current Research on Inquiry-Based Learning and Advantages for EL Learners

Inquiry-Based, Hands-On Activities:

According to Huerta and Jackson (2010), the aim of using an inquiry-based, hands-on approach to teach academic science is, “To ask open-ended questions, and to promote observation and experience that builds background knowledge and helps students build scientific vocabulary (p. 207). ” Students construct knowledge on their own, and teachers act as guides by supporting investigations.

Authors Silva et al. (2013), promote inquiry-based science lessons by stating it, “serves to build conceptual and linguistic understanding for ELLs (p. 34).”

Lee and Buxton (2013), believe hands-on activities help ELLs master scientific content because students are less dependent on using language. Hands-on activities provide a means for demonstrating knowledge in a variety of forms to communicate such as gestures, oral, pictorial, graphic, and textual. Due to the use of multiple forms of communication, ELLs are able to learn scientific concepts through real objects and events, modelling, and demonstrations (p. 39).

Connectivism considers technology in a rich learning environment is characterised by a sustained use of digital media, integration in schools, and a shift toward personalisation of learning. Siemens (2004) describes how students who use personalised, online and collaborative technology tools learn in different ways to previous generations of students. As students learn how to find knowledge, they take responsibility for their own learning tools, environments, learning networks and communities within which they can keep this knowledge.

Exploring Rich Tasks, Inquiry, Digital Citizenship


"In the 21st century, we access interactive texts via ubiquitous portable digital devices, making texts – and the ability to use or create them – collaborative, mobile and complex. To prepare children for present and future literacy needs, we need to revise how we frame and teach literacy. The new comprehensive literacy combines digital multimodal literacies and print-based reading and writing practices. But how do we change the literacy teaching paradigm?"

(LNS Research Monograph 2013)

Share your thoughts about this quote with a partner, on today's meet or twitter.

Content, Product, Process


Differentiating Instruction For English Language Learners

How can we differentiate instruction or adapt the programme for EL Learners? (Tips from Supporting English Language Learners: A Practical Guide)

  • modification of some or all of the subject expectations
  • learning opportunities that are challenging but attainable; teachers support learners at his or her present level of English proficiency
  • use of a variety of instructional strategies (e.g., extensive use of visual cues, graphic organizers, scaffolding; previewing of textbooks, pre-teaching of key vocabulary)

  • use of students’ first languages

  • use of a variety of learning resources (e.g., visual material, simplified text, culturally inclusive materials)

  • use of assessment accommodations (e.g., granting of extra time, oral interviews,

    demonstrations or visual representations, tasks requiring completion of graphic organizers or cloze sentences, alternative assessment tasks if needed)."

See segment 8 of this web cast

Click the link below to go right to the LNS video:

Your Thoughts, Reflections, Comments

Use Today's Meet to share your thoughts and reflections about any of today's presentation.

Twitter user

Go to twitter and use our hashtag to tweet out.


Digital Citizenship:

Only tweet, text or post what you would say in front of everyone anywhere. We leave a DIGITAL FOOTPRINT but also real FOOTPRINTS as we help students understand the impact of their online learning/sharing.