Differentiation is important in every classroom setting, and technology can really lend itself to supporting different learning styles, allow students to set their own pace, and give students an opportunity to have more creative control over their demonstration of learning. A few different ways to do this are through varied kinds of assessments:

For example, say a teacher is presenting a unit on Lord of the Flies. As a final project, students are to work in a small group and choose a key character (that is, Jack, Ralph, Piggy, Simon, or Roger) and put him on “trial” to determine whether or not he is guilty for the desolation of the boys’ island society. If given a broad enough rubric that can still align with CCSS and state standards, students may be given the ability to conduct their trial however they want using their chosen form of media.

One option could be for students to create a powerpoint presentation set up like a narrative or storybook with pictures, and they may write out a trial transcript as if they were the stenographer. This is especially effective for students who are not comfortable speaking in a freer presentation or for English Learners who do not have the best speaking skills yet. If a presentation component is required, having students dictate what they already wrote may give them more confidence to present.

Another way to complete the project assessment would be for students to put together a skit of the trial and perform it in front of the class. This would be for the more boisterous or theatre-inclined students, and similar components to the stenographer’s transcript version to apply. Students could be required to put their script in a Google doc with which the teacher would pull up on the Smartboard/Promethean/or TV screen and follow along with the skit performance so students who would benefit from that support may read along as they listen to their peers.

Other kinds of supports include adjusting media with audio. For some media with audio, slowing the audio down or having students use headphones and listen on their own with the option to listen to slower audio is also an excellent way to differentiate for different learners. Those who have a faster processing time may listen to the video or audio at their own pace, and those that need more processing time don’t have to feel rushed.

In general, having a visuals and readable supports with dictated lessons or videos or any sort of audible media is an excellent idea for all grade levels and subjects, as reading and listening help English Learners, many students with various learning disabilities, deaf and hard of hearing. These kinds of supports are also in line with the Americans with Disabilities Act (ADA), which states that all students should be able to access the same information and engage in equivalent interactions as those without disabilities.