MEDU 6714- Teaching With Technology Toolbox Part 3: Differentiating by Product

This is the third and final post for this series. Here, I will share and explain 7 methods of differentiation by product that I Find useful in my alternative high school ELA setting. Once again, links to tools are included as each tool in mentioned.

Differentiating by Product

Differentiating by product means adjusting how students demonstrate what they know, understand, and can do. Tomlinson (2014) described products as a way for students to show and extend learning, while Heacox (2017) emphasized that varied products still need clear expectations and assessment criteria. In practice, this means students may show the same learning through writing, visuals, audio, video, presentations, creative projects, or other formats, as long as the product still demonstrates the intended skill or standard.

Method 1: Canva One-Pager Visual Analysis

Online resources/tools: Canva, Google Slides, Adobe Creative Cloud, or other digital design tools that allow students to combine text, images, color, layout, and visual organization.

Peer-reviewed support: McGrail et al. (2021) presented a framework for assessing digital multimodal compositions and emphasized that students can communicate meaning through multiple modes, including written, visual, spatial, and digital design choices.

How it differentiates by product: Students can demonstrate literary analysis through a visual composition instead of a traditional paragraph or essay. Students might include quotes, symbols, images, color choices, character connections, theme statements, and short written explanations. The product format gives students more room to show understanding creatively while still requiring evidence and analysis.

Possible units: This method works especially well for Scythe, The Strange Case of Dr. Jekyll and Mr. Hyde, H.P. Lovecraft short stories, independent reading projects, and theme or character analysis assignments.

Rationale for my classroom: Canva one-pagers are useful in my classroom because many of my students are more willing to engage with analysis when they can combine visuals with short written explanations. For example, in my Scythe unit, students can create a one-pager that includes important quotes, character images, symbols, conflicts, and explanations of how those elements develop meaning. This still requires students to analyze the text, but the final product is less intimidating than a full essay for students who struggle with writing stamina. It also gives creative students a way to show depth without lowering the academic expectation.

Method 2: Google Slides Presentations

Online resources/tools: Google Slides, Canva Presentations, Prezi, or another digital presentation tool that allows students to combine text, images, links, audio, video, and speaker notes.

Peer-reviewed support: Göçen Kabaran and Duman (2021) found that digital storytelling positively affected students’ learning and study strategies. While a Google Slides presentation does not have to be a full digital story, it can use similar elements such as sequence, visuals, narration, and intentional design to help students communicate understanding.

How it differentiates by product: Students can demonstrate learning through a visual and oral format instead of only through a written assignment. Students might use slides to explain a character, summarize research, present an argument, teach vocabulary, analyze a theme, or organize evidence. The product still needs to show the required learning, but students have more flexibility in how they present that learning.

Possible units: This method works well for informative speeches, persuasive speeches, book talks, source evaluation lessons, author studies, Scythe theme analysis, Jekyll and Hyde character analysis, and Lovecraft research topics.

Rationale for my classroom: These tools are useful in my classroom because they give students a clear structure while still allowing room for choice and creativity. In speech class, students can use slides to support their speaking without having to memorize every detail and to add to their presentation by granting a visual element to help guide their audience. In an ELA unit, students can use slides to organize quotes, images, explanations, and connections before presenting their analysis to the class. This is especially helpful for students who struggle to write long responses but can explain their thinking more clearly when they have visuals and short talking points to support them. Google Slides also makes it easier for me to check progress, leave comments, and help students revise before they present.

Method 3: Podcast or VoiceThread for Audio Response

Online resources/tools: VoiceThread, Spotify for Creators, Canva audio recording, Google Slides with audio, Flip, Screencastify, or other school-approved tools that allow students to record, upload, and share audio responses.

Peer-reviewed support: Hall and Jones (2021) explained that student-produced podcasts can promote engagement, learning, cognition, and creativity. This supports the use of audio products because students are still required to organize and communicate their understanding, but they are not limited to a traditional written response.

How it differentiates by product: Students can demonstrate learning through spoken explanation instead of only through writing or a visual project. Students might record a literary analysis, character reflection, source explanation, speech practice, book review, or response to discussion questions. The final product still needs to show the required learning, but students have a different format for communicating that learning.

Possible units: This method works well for speech practice, book talks, The Strange Case of Dr. Jekyll and Mr. Hyde character analysis, H.P. Lovecraft story responses, Scythe theme analysis, source evaluation reflections, and argumentative speaking practice.

Rationale for my classroom: This method is useful in my classroom because some students can explain their thinking much more clearly out loud than they can in writing. An audio response still requires students to plan, organize, and communicate their ideas, but it removes some of the writing barrier for students who shut down when faced with a blank page. For example, instead of writing a full paragraph about Hyde’s characterization, a student could record a short response explaining which quote best reveals Hyde’s personality and why. In speech class, students could record practice versions of their introductions or conclusions before presenting live. This gives students another way to demonstrate understanding while still holding them accountable for content, evidence, and explanation.

Method 4: Video Response

Online resources/tools: Screencastify, Canva video, Adobe Express video, Flip, WeVideo, iMovie, VoiceThread, Google Slides with screen recording, or another school-approved tool that allows students to record, edit, and share short video responses.

Peer-reviewed support: Campbell et al. (2020) found that student-created video can function as an active learning approach because students have to plan, organize, create, and communicate their understanding. This supports video response as a product option because students are not only answering a question; they are creating a product that shows how they understand the content.

How it differentiates by product: Using these tools, students can demonstrate learning through a combination of spoken explanation, visuals, text, images, and performance. A student might record a character analysis, explain a theme, present research findings, demonstrate a speech skill, or respond to a discussion prompt. The learning expectation stays the same, but the product gives students a more flexible way to communicate what they know.

Possible units: This method works well for speech practice, book talks, theme analysis, character analysis, story responses, and source evaluation reflections.

Rationale for my classroom: Video responses are useful in my classroom because some students need a product option that combines visual support with spoken explanation. For example, a student could create a short video explaining how a quote from Jekyll and Hyde reveals Hyde’s character, using the quote on screen and narration to explain the analysis. In speech class, students could record practice speeches or short reflection videos before presenting live. This format still requires students to plan and communicate clearly, but it gives them a product that may feel more manageable or engaging than a traditional written response.

Method 5: Digital Comic or Storyboard

Online resources/tools: Canva, Pixton, Storyboard That, Google Slides, Adobe Express, Book Creator, or other digital tools that allow students to combine images, panels, captions, dialogue, and short written explanations.

Peer-reviewed support: Rutta et al. (2021) explored comic-based digital storytelling and found that digital comics could support engagement, collaboration, and content learning. This supports the use of digital comics and storyboards as a product option because students can show understanding through both visual and written choices.

How it differentiates by product: Using these tools in this method, students can demonstrate learning through sequence, visuals, dialogue, captions, and short explanations instead of only through a traditional written response. Students might retell a scene, show a character’s internal conflict, explain a process, illustrate a theme, or storyboard an argument. The product still needs to show the required learning, but students have a more visual and creative way to communicate that learning.

Possible units: This method can be incorporated into any book study in any of my ELA classes, especially in my H.P. Lovecraft class where their final is to make a children's book retelling of an H.P. Lovecraft story.

Rationale for my classroom: Digital comics and storyboards are useful in my classroom because they help students show understanding without requiring them to write a full essay or paragraph right away. For example, a student could create a storyboard showing Jekyll’s transformation, a comic showing a key moment from Scythe, or a visual sequence explaining the rising tension in a Lovecraft story. This format still requires students to understand plot, character, conflict, and theme, but it gives them a product option that feels more approachable. It also works well for students who are creative, visual, or hesitant writers because they can start with images and short text before building toward more detailed analysis.

Method 6: Choice Board with Common Rubric

Online resources/tools: Google Slides, Google Docs, Canva, Genially, Padlet, Schoology, or another LMS where teachers can post a digital choice board with links, directions, examples, and a shared rubric.

Peer-reviewed support: Pozas et al. (2020) found that teachers used differentiated instruction in different ways to respond to student diversity, including strategies that adjusted tasks and supports based on learner needs. A choice board with a common rubric supports this idea because students have options for how they demonstrate learning, but the teacher still assesses the same essential skills and standards.

How it differentiates by product: Students can choose from several final product options while still working toward the same learning goal. For example, students might choose between a Canva one-pager, Google Slides presentation, podcast, video response, comic, written analysis, or digital poster. The common rubric keeps the assignment fair because all students are assessed on the same core expectations, such as evidence, explanation, accuracy, organization, and connection to the unit.

Possible units: This method works well for any major project in just about any of my classes.

Rationale for my classroom: Choice boards are useful in my classroom because students are more likely to engage when they have some control over how they show their learning. At the same time, too much open-ended choice can become overwhelming, so the board gives students a manageable set of options. For example, after reading Scythe, students could choose whether to analyze a theme through a one-pager, presentation, audio response, video, comic, or written paragraph. The product changes, but the rubric still requires textual evidence, explanation, and connection to the novel. This gives students flexibility without turning the assignment into a free-for-all.

Method 7: Google Sites

Online resources/tools: Google Sites, Wix, Weebly, Canva Websites, Adobe Express webpages, or another website-building tool that allows students to organize text, images, links, embedded videos, documents, and reflections in one digital space.

Peer-reviewed support: Tran and Nguyen Ngoc (2023) found that Google Sites e-portfolios supported project-based learning by increasing student interest, motivation, planning, and presentation of project work. This supports the use of Google Sites as a product option because students can collect, organize, and present evidence of learning in a format that is more flexible than a single essay or slideshow.

How it differentiates by product: Students can demonstrate learning through a website instead of a traditional paper, poster, or presentation. A student website can include written explanations, images, embedded videos, links to sources, audio, reflections, project artifacts, and works cited information. The learning goal stays the same, but students have a more open format for organizing and presenting what they know.

Possible units: This method works well for independent reading projects, author studies, research projects, annotated bibliography projects, Scythe theme or ethics projects, H.P. Lovecraft research topics, and speech portfolio work.

Rationale for my classroom: Google Sites works well in my classroom when students need a product that can hold multiple pieces of evidence in one place. For example, a student completing a Lovecraft research project could create pages for author background, historical context, story analysis, source summaries, and personal reflection. A speech student could use a Google Site as a portfolio with topic brainstorming, outlines, research links, practice videos, final presentation materials, and reflection. This option is especially useful for students who like organization, design, and technology, but it also gives students who struggle with long essays a way to show learning through smaller connected pieces. Because the product is digital, students can revise it over time and share it easily.

References:

Campbell, L. O., Heller, S., & Pulse, L. (2022). Student-created video: An active learning approach in online environments. Interactive Learning Environments, 30(6), 1145–1154. https://doi.org/10.1080/10494820.2020.1711777

Göçen Kabaran, G., & Duman, B. (2021). The effect of digital storytelling method on learning and study strategies. International Journal of Technology in Education, 4(4), 681–694. https://doi.org/10.46328/ijte.83

Hall, N. M., & Jones, J. M. (2023). Student-produced podcasts as a teaching and learning tool. American Journal of Distance Education, 37(1), 53–65. https://doi.org/10.1080/08923647.2021.1995256

Heacox, D. (2017). Making differentiation a habit: How to ensure success in academically diverse classrooms. Free Spirit Publishing. 

McGrail, E., Turner, K. H., Piotrowski, A., Caprino, K., Zucker, L., & Greenwood, E. (2021). Research: An interconnected framework for assessment of digital multimodal composition. English Education, 53(4), 277–302. https://doi.org/10.58680/ee202131483

Pozas, M., Letzel, V., & Schneider, C. (2020). Teachers and differentiated instruction: Exploring differentiation practices to address student diversity. Journal of Research in Special Educational Needs, 20(3), 217–230. https://doi.org/10.1111/1471-3802.12481

Rutta, C. B., Schiavo, G., Zancanaro, M., & Rubegni, E. (2021). Comic-based digital storytelling for content and language integrated learning. Educational Media International, 58(1), 21–36. https://doi.org/10.1080/09523987.2021.1908499

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.

Tran, T. N. A., & Nguyen Ngoc, T. (2023). Mobile e-portfolios on Google Sites: A tool for enhancing project-based learning. International Journal of Interactive Mobile Technologies, 17(11), 15–33. https://doi.org/10.3991/ijim.v17i11.39673

MEDU 6714- Teaching With Technology Toolbox Part 2: Differentiating by Process

 Welcome to the second post in this three-part series. This post will share and explain 7 methods of differentiation by process using technology. Once again, tools are linked as they are mentioned.

Differentiating by Process

Differentiating by process means adjusting how students work through, practice, organize, or make sense of the content. In other words, the learning goal stays the same, but students may need different steps, supports, pacing, tools, or pathways to get there. Tomlinson (2014) explains that differentiation should be guided by the learner, the goal, and the reason for differentiating, while Heacox (2017) emphasizes that students need routines and structures that help them work with greater independence.

Method 1: “What Now?” Checklist

Online resources/tools: Google Docs, Canva, Schoology (or other LMS as long as it allows you to post an interactive checklist) This can also be paired with a printed checklist on brightly colored paper for students who need a physical copy.

Peer-reviewed support: Nicol and Macfarlane-Dick (2006) explained that effective feedback should support self-regulated learning by helping students understand the goal, monitor their progress, and close the gap between their current performance and the desired outcome. A “What Now?” checklist supports this by helping students track where they are, what they still need to do, and what step comes next.

How it differentiates by process: Students have a clear pathway through a larger assignment. Instead of expecting every student to manage the whole task independently, the checklist breaks the work into smaller steps. Students can check off what they have completed, identify where they are stuck, and move to the next step without waiting for the teacher to redirect them every time. The assignment goal stays the same, but the process becomes more structured and manageable.

Possible units: This method works well for literary analysis one-pagers, reading packets and quizzes, research tasks, informative speeches, persuasive speeches, and major writing assignments, which I include to some degree in all my classes.

Rationale for my classroom: In my alternative high school classroom, the plan for the day can change quickly because of absences, testing, appointments, behavior needs, emotional regulation needs, or technology support needs. I may give students an ideal timeline, but that timeline can fall apart fast. A “What Now?” checklist gives students a stable reference point even when the class period does not go as planned. For example, a student working on a speech could use the checklist to see whether they should be brainstorming, outlining, finding sources, practicing, revising, or preparing to present. This helps students build responsibility and independence because they do not have to wait for me to tell them every next step.

Method 2: Oral Conference Catch-up Pathway

Online resources/tools: Project Gutenberg, LibriVox, YouTube audiobook recordings, online quizzes in Schoology or Google Forms, Google Docs, digital reading packets, and other teacher-posted resources students can access outside of class.

Peer-reviewed support: Harris (2021) emphasized that students with or at risk for learning disabilities benefited from explicit strategy instruction and support across content areas. An oral conference catch-up pathway supports this idea because the teacher uses conversation, questioning, prompting, and clarification to help the student organize what they know before they are expected to demonstrate understanding independently.

How it differentiates by process: This method changes how students work through missed or overwhelming content. Instead of requiring every student to complete the same written notes or catch-up work in the same way, the teacher can meet with the student, ask the key questions orally, clarify vocabulary, check comprehension, and help the student reconnect to the class learning. The student is still responsible for the same content, but the process becomes more supported and less dependent on written output.

Possible units: This method works well in whole-class reading units such as The Strange Case of Dr. Jekyll and Mr. Hyde, H.P. Lovecraft short stories, and Scythe. It also works in speech units when students need help catching up on brainstorming, outlining, source use, or presentation planning.

Rationale for my classroom: In my classroom, students often miss important instruction because of absences, testing, appointments, or emotional regulation needs. Sometimes students understand the content but become overwhelmed when they have to write everything down or catch up independently. An oral conference catch-up pathway gives students a way to process the missing work with teacher support before they complete the assessment or assignment. For example, if a student misses several days of Jekyll and Hyde, they can access the ebook or audiobook, then meet with me to discuss the reading questions orally before taking the online quiz. This keeps the learning goal the same while making the path back into the work more manageable.

Method 3: Guided Google Docs Templates

Online resources/tools: Google Docs, Canva, Schoology, or any digital writing tool that allows teachers to create, share, and copy structured templates for students.

Peer-reviewed support: McKeown et al. (2021) described Self-Regulated Strategy Development as an evidence-based instructional framework that helps students use strategies to plan, write, monitor, and revise across content areas. Guided Google Docs templates support this kind of strategy instruction because they give students a structured place to organize their thinking before they are expected to produce a complete response or project.

How it differentiates by process: This method allows the teacher and students to break a larger task into smaller, more manageable steps. Instead of giving students a blank document or essay prompt and expecting them to know where to begin, the teacher can provide headings, sentence starters, guiding questions, reminders, examples, links, or built-in checklists. Students are still completing the same assignment, but the process is scaffolded so they can move through the task with more independence.

Possible units: This method goes in every unit I teach. In my ELA classes, I use it for essay outlines and other larger assignments; in speech, I use it for speech outlines.

Rationale for my classroom: Many of my students struggle most with getting started and organizing their thoughts. A guided Google Docs template gives them a clear place to begin without lowering the expectation. For example, in a speech unit, a template can separate the hook, thesis, main points, evidence, transitions, and conclusion. In a literary analysis assignment, it can separate the claim, quote, explanation, and connection to the theme. Because the template is digital, students can access it through Schoology, type directly into it, use comments or suggestions, and return to it even if they are absent or working from home. I can also check their progress on their document even when they aren't in class.

Method 4: Digital Graphic Organizers and Mind Maps

Online resources/tools: Canva Whiteboards, Google Drawings, Lucidchart, MindMeister, Miro, or other digital tools that allow students to create webs, timelines, flowcharts, character maps, cause-and-effect charts, or compare-and-contrast organizers.

Peer-reviewed support: Almulla and Alamri (2021) found that concept mapping supported student learning, motivation, and academic achievement by helping students organize ideas and make connections. Digital graphic organizers and mind maps give students a visual way to process information before moving into discussion, writing, or a final product.

How it differentiates by process: This method helps students organize their thinking in a format other than traditional notes or paragraphs. Some students can move straight from reading to writing, but others need to visually map out characters, themes, evidence, causes, effects, or relationships first. The learning goal stays the same, but students have a different pathway for making sense of the content.

Possible units: This method works well for The Strange Case of Dr. Jekyll and Mr. Hyde character and conflict maps, Scythe theme and evidence maps, Lovecraft setting and mood analysis, informative speech planning, persuasive speech claim/evidence/reasoning maps, and argumentative writing.

Rationale for my classroom: In my classroom, many students understand more than they can immediately explain in writing. A digital mind map gives them a place to put ideas before they have to turn those ideas into a paragraph, speech, project, or discussion response. For example, before writing about the concept of the duality of man in Jekyll and Hyde, students can create a visual map connecting Jekyll, Hyde, secrecy, reputation, violence, and good intentions. This helps students see the relationships between ideas instead of treating each detail as separate. Digital tools also make this easier to revise, color-code, rearrange, and save for later.

Method 5: Online Quizzes with Flexible Timing and Immediate Feedback

Online resources/tools: Schoology quizzes (or the quiz function built in to your school's LMS), Google Forms, Wayground (formerly known as Quizizz), Kahoot, Gimkit, Blooket, or other digital quiz tools that allow students to complete quizzes online and receive immediate scores or feedback.

Peer-reviewed support: Enders et al. (2021) found that online quizzes can support learning when they include effective feedback. This supports the use of digital quizzes not only as a grading tool, but also as a way for students to check understanding, review mistakes, and know what they need to work on next.

How it differentiates by process: Online quizzes with flexible timing and immediate feedback differentiate by process because students do not all have to demonstrate readiness at the exact same moment. Some students may be ready to take a quiz immediately after instruction, while others may need more time to read, review notes, ask questions, or get caught up after an absence. The quiz itself can remain the same, but the process leading up to it becomes more flexible. Immediate feedback also helps students understand what they missed right away instead of waiting for the teacher to grade and return the quiz later.

Possible units: This method works well for reading quizzes in any of my ELA units. I use it for plot-related or reading comprehension questions as well as vocabulary and grammar.

Rationale for my classroom: In my classroom, flexible online quizzes are especially useful because if a student misses the class reading or discussion, they can still access the materials, review the notes, and take the quiz when they are ready. This keeps the expectation the same while giving students a more realistic process for getting there. Online quizzes also save me as significant amount of time because they are automatically graded and the ones in Schoology even go into the gradebook automatically, which means students receive their score right away and I can quickly see who needs reteaching, clarification, or another opportunity to review the content.

Method 6: Collaborative Digital Notes and Shared Class Resources

Online resources/tools: Google Slides, Google Docs, Padlet, Canva Whiteboards, Schoology discussion boards, or shared class folders where students can build collective notes, examples, questions, vocabulary lists, or study resources.

Peer-reviewed support: Costley and Fanguy (2021) found that collaborative note-taking in a shared online document affected students’ cognitive load and learning because students were able to share the work of capturing and organizing information. Collaborative digital notes can support students who struggle to keep up with class discussion, miss class, or need to see how other students organize ideas.

How it differentiates by process: Students are able to process information together instead of relying only on their own notes. One student might add a definition, another might add an example, another might add a question, and another might add a quote or image. The class is still working with the same content, but students have a shared space for organizing and revisiting the learning.

Possible units: This method works especially well for any time I teach vocabulary. I can share a Google Slide or Canva presentation with my students that contains slides that have key terms and empty spaces for them to write the definition and add a picture. I assign students their own slide and then we go over all the slides together as a class.

Rationale for my classroom: My students have a greater urge to complete an assignment well and in a timely manner when there is responsibility involved beyond their grade. This way, students know that they are not just completing their own assignment, but creating a reference tool that the rest of the class will be using. Having it available digitally, also grants easier access to absent students.

Method 7: Self-Reflection and Revision Checkpoints

Online resources/tools: Google Docs comments, Google Forms, digital rubrics, or short reflection forms built into an LMS.

Peer-reviewed support: Panadero et al. (2017) found that self-assessment supported self-regulated learning and student self-efficacy. Self-reflection and revision checkpoints support this because students are asked to pause, evaluate their progress, and identify what they need to improve before turning in a final product.

How it differentiates by process: These tools in this method help build purposeful pauses into the assignment. Instead of moving from instruction straight to final submission, students stop at specific points to review their work, respond to feedback, revise, or set a next-step goal. Some students may need a quick rubric check, while others may need guided questions, teacher comments, or a conference before moving forward. The final learning goal stays the same, but the process includes more opportunities for students to monitor and improve their work.

Possible units: This method works well for literary analysis one-pagers, argumentative writing, annotated bibliographies, informative speeches, persuasive speeches, Scythe projects, and Jekyll and Hyde response assignments.

Rationale for my classroom: More often than not, my students submit work and immediately consider it “done,” even when they have not checked the rubric, revised unclear ideas, or responded to feedback. A self-reflection or revision checkpoint helps slow that process down in a manageable way. For example, before submitting a speech outline, students can complete a short Google Form asking whether they have a clear thesis, enough evidence, working transitions, and a plan for their conclusion. Before submitting a Canva one-pager, they can check whether their quotes, images, and explanations clearly connect to the theme or literary element. For this to work, however, the checkpoints would also need to be graded assignments or parts of the existing assignment. This helps students take more responsibility for their work without relying only on me to tell them what to fix.

References

Almulla, M. A., & Alamri, M. M. (2021). Using conceptual mapping for learning to affect students’ motivation and academic achievement. Sustainability, 13(7), Article 4029. https://doi.org/10.3390/su13074029

Costley, J., & Fanguy, M. (2021). Collaborative note-taking affects cognitive load: The interplay of completeness and interaction. Educational Technology Research and Development, 69(2), 655–671. https://doi.org/10.1007/s11423-021-09979-2

Enders, N., Gaschler, R., & Kubik, V. (2021). Online quizzes with closed questions in formal assessment: How elaborate feedback can promote learning. Psychology Learning & Teaching, 20(1), 91–106. https://doi.org/10.1177/1475725720971205

Harris, K. R. (2021). SRSD instructional research for students with or at-risk for LD across the content areas: History and reflections. Learning Disabilities Research & Practice, 36(3), 235–241. https://doi.org/10.1111/ldrp.12260

Heacox, D. (2017). Making differentiation a habit: How to ensure success in academically diverse classrooms. Free Spirit Publishing. 

McKeown, D., FitzPatrick, E., Ennis, R. P., & Sanders, S. (2021). Self-regulated strategy development: A framework for effective instruction across the content areas. Learning Disabilities Research & Practice, 36(3), 184–187. https://doi.org/10.1111/ldrp.12256

Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. https://doi.org/10.1080/03075070600572090

Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74–98. https://doi.org/10.1016/j.edurev.2017.08.004

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.

MEDU 6714- Teaching With Technology Toolbox Part 1: Differentiating by Content

This post is the first in a series of three. I will be sharing with you 21 methods of differentiation using technology in the classroom: 7 methods for differentiating by content, 7 methods for differentiating by process, and 7 for differentiating by product. These methods are described for the context of my alternative high school ELA setting, but can be applied to any classroom. Links to specific tools are included as the tools are mentioned.

What exactly is differentiation and why should you care? A common misconception about differentiation is that it requires the teacher to create a completely unique lesson for each and every student; thankfully, this is absolutely not the case. Differentiation is about responding to the “variance among learners in the classroom” so students can access, process, and demonstrate learning in ways that still lead to the same meaningful goals (Tomlinson, 2014, p. 1). “Well-managed classrooms are well-managed differentiated classrooms," which matters because differentiation only works when students have enough structure to make choices responsibly. In other words, differentiation is not lowering expectations; it is making sure students have an appropriate path to meet them (Heacox, 2017, p. 116).

Differentiating by Content

Differentiating by content means adjusting how students access the information, ideas, or skills they are expected to learn. Tomlinson (2014) explains that content is what students need to know, understand, and be able to do, while Heacox (2017) emphasizes that differentiation should provide appropriate support without lowering the learning goal. In practice, this might mean offering the same essential content through different texts, videos, audio, visuals, or guided resources.

Method 1: Ebook and Audiobook Access 

Online resources/tools: Project Gutenberg, LibriVox, YouTube audiobook recordings, and ebook and audiobook tools available through your school or public library (These may include apps like Sora, Overdrive, or Libby.)

Peer-reviewed support: Wood et al. (2018) found that text-to-speech and related read-aloud tools such as audiobooks can support reading comprehension for students with reading disabilities as ways to reduce barriers without changing the learning goal.

How it differentiates by content: Students are still working with the same text, but they can access that text in different ways. Some students may need to read visually, some may need to listen, and some may benefit from reading and listening at the same time. Tomlinson (2014) defines content as what students need to know, understand, and be able to do. The goal is not to lower the expectation, but to give students a more appropriate way into the same content. 

Possible units: This differentiation works best in my classroom with whole-class reading units such as The Strange Case of Dr. Jekyll and Mr. Hyde, Lovecraft short stories, and Scythe. 

Rationale for my classroom: This method is especially useful in my alternative high school ELA classroom because many students miss class, need repeated exposure to a text, or struggle to keep up with in-class reading. My physical classroom books do not leave my room, so digital access gives students a way to continue reading outside of class when needed. In my Jekyll and Hyde unit, ebook and audiobook access allowed a student who had missed significant class time to read the same novella as the rest of the class and still complete the same comprehension assessments. This method keeps the content consistent while making access more flexible.

Method 2: Curated Schoology Resource Hub

Online resources/tools: Schoology or any LMS used by your school, Google Drive, Google Docs, Google Slides, or YouTube to share teacher-created notes, linked articles, vocabulary lists, and other materials for students to access on their own devices in and outside of school.

Peer-reviewed support: Mayer and Moreno (2003) explain that multimedia learning is more effective when information is organized in ways that reduce unnecessary cognitive load. A curated resource hub supports this by keeping related materials in one predictable place instead of requiring students to search through multiple websites, folders, tabs, or assignments to find what they need.

How it differentiates by content: Students can access the same unit concepts through different types of resources. For example, one student may review a slide deck, another may watch a short video, another may use vocabulary notes, and another may reread an article or class handout. The learning goal stays the same, but the content is available through multiple entry points.

Possible units: I use these tools for all the content I share in all my classes which currently consist of junior ELA and speech.

Rationale for my classroom: In my classroom, students are often absent, behind, overwhelmed, or unsure where to start. A Schoology resource hub gives them one reliable place to find the materials they need without waiting for me to personally redirect them every time, also allowing them to receive the direction they need when they are not in class. For a reading unit, I might include the ebook link, audiobook link, reading questions, vocabulary notes, character lists, background information, and quiz links. For a speech unit, I might include example speeches, outlines, topic brainstorming tools, rubric links, and citation help. This method helps students access content more independently while still giving me room to guide students who need more direct support.

Method 3: Embedded-Question Instructional Videos

Online resources/tools: Edpuzzle, Nearpod, PlayPosit, VoiceThread, YouTube videos with teacher-created questions, or video lessons posted in Schoology with linked comprehension checks.

Peer-reviewed support: Van der Meij and Böckmann (2021) found that embedded questions in recorded lectures helped students engage more actively with video content and improved comprehension.

How it differentiates by content: Students can access important background knowledge, vocabulary, or direct instruction through video while still being guided through the same essential information. The questions built into the video help students pause and process instead of passively watching. Students who need more support can rewatch sections, use captions, or move through the video at their own pace, while students who already understand the material can move more quickly. The content remains the same, but the way students access and check their understanding becomes more flexible.

Possible units: This method would work well for introducing background information in The Strange Case of Dr. Jekyll and Mr. Hyde, historical or scientific context for Lovecraft stories, author background for Scythe, MLA citation instruction, or speech-writing mini lessons.

Rationale for my classroom: In my classroom, embedded-question videos are especially helpful for students who miss direct instruction, need repeated exposure, or struggle to stay engaged during a whole-class lecture. For example, before reading Jekyll and Hyde, students could watch a short video about Victorian London or Gothic literature with questions built in to check understanding. In a speech unit, students could watch an example speech and answer questions about hook, organization, delivery, and evidence. This gives students access to the same content even if they are absent or need extra time, and it gives me a quick way to see who understands the material before moving on. Additionally, if students are engaged in their own self-paced content assimilation on their individual devices, I am more free to roam the classroom and support students rather than standing at my computer or the board giving direct instruction.

Method 4: Leveled or Readability-Supported Articles

Online resources/tools: Newsela, CommonLit, ReadWorks, Achieve3000, Britannica School, or other school-approved databases that provide articles at different reading levels or with built-in reading supports.

Peer-reviewed support: Martin et al. (2020) found that adaptive learning technologies can help personalize instruction by adjusting the level of support, content, or pathway based on learner needs, supporting the use of leveled or readability-supported articles when students need access to the same concept but are not all ready for the same text complexity.

How it differentiates by content: Students can study the same topic or concept through texts that better match their current reading needs. For example, students might all learn about Gothic literature, artificial intelligence, media bias, or historical context, but one student may need a shorter or more accessible article while another is ready for a more complex source. The learning goal stays the same, but the content is adjusted so students can actually access and understand it.

Possible units: This method works especially well in my H.P. Lovecraft unit when students research historical context, science fiction, cosmic horror, or author background.

Rationale for my classroom: My students’ reading levels, stamina, and confidence vary widely. Some students can handle a long academic article, while others shut down if the text looks too difficult before they even begin. Using leveled or readability-supported articles allows students to access the same essential ideas without making reading level the barrier. It is also helpful for absent students or students who need to get caught up quickly because they can still engage with the same topic even if they need a more manageable entry point.

Method 5: AI-Support for Leveled or Readability-Support Articles

Online resources/tools: MagicSchool AI, ChatGPT, Claude, or another school-approved AI tool used by the teacher to adapt texts by reading level, language, vocabulary support, or background knowledge.

Peer-reviewed support: Kasneci et al. (2023) explained that large language models can support personalized learning and language-related tasks, but they also emphasize the need for careful guidance because AI tools can produce inaccurate or inappropriate responses. This makes teacher oversight especially important when AI is used to adapt classroom content.

How it differentiates by content: The teacher can use AI tools for content differentiation to make the same essential information more accessible. For example, a teacher might use AI to rewrite a complex article at a lower reading level, translate a passage into a student’s home language, generate vocabulary previews, create background knowledge summaries, or produce guided comprehension questions. The goal is not for AI to replace the original content or do the thinking for students. Instead, it gives students a more accessible entry point into the same topic, concept, or skill.

Possible units: I use this method in my ELA classes to adjust the language or reading level of texts to support my ELL/LEP and IEP students.

Rationale for my classroom: My classroom has a variety of students with very different reading levels, background knowledge, attendance patterns, levels of English proficiency and levels of confidence. AI can help me quickly create multiple access points to the same content without spending hours rewriting every text by hand. For example, if I want students to read an article about AI ethics before connecting it to Scythe, I can use AI to create a more accessible version, a vocabulary preview, or a Spanish-language support version while still keeping the class focused on the same essential ideas. This method is most appropriate when the teacher reviews and revises the AI output before students use it, because the teacher is still responsible for accuracy, quality, and alignment to the learning goal.

Method 6: Vocabulary and Background Knowledge Digital Supports

Online resources/tools: Google Slides, Canva, Quizlet, Gimkit, Blooket, YouTube, teacher-created vocabulary lists, digital word walls, image banks, timelines, maps, and short background videos posted in Schoology.

Peer-reviewed support: Cabell and Hwang (2020) emphasize that building content knowledge can strengthen comprehension because students understand texts more deeply when they have the vocabulary and background information needed to make sense of what they are reading. Digital vocabulary and background knowledge supports can give students that foundation before they are expected to analyze or respond to a text.

How it differentiates by content: Students may need different levels of preparation before they can access the same reading, discussion, or assignment. Some students may only need a quick vocabulary preview, while others may need images, videos, maps, timelines, or examples before the content makes sense. This is especially important when the text includes unfamiliar historical context, academic language, literary terms, or cultural references. Students are still learning the same core content, but the teacher provides different supports to help them enter the material.

Possible units: This method works best in my units for The Strange Case of Dr. Jekyll and Mr. Hyde when learning about Victorian London, Gothic literature, and vocabulary; in my H.P. Lovecraft unit when studying cosmic horror, scientific language, xenophobia, and historical context; in my Scythe unit when discussing artificial intelligence, mortality, government, and ethics; and in speech for rhetorical terms, source evaluation, and presentation vocabulary.

Rationale for my classroom: My students often struggle less with the main idea than with the vocabulary, context, or references surrounding it. A student may be able to discuss a character’s choices, but still get lost because words like “reputable,” “depravity,” “ape-like,” “ethics,” or “rhetoric” are unfamiliar. Digital supports let me give students quick access to definitions, images, examples, and background information without stopping the entire class every time. For example, a short Schoology folder with a map of Victorian London, a few key terms, and a short Gothic literature video can help students enter Jekyll and Hyde with more confidence. This method helps students access the content before they are asked to analyze it.

Method 7: Digital Annotation Tools

Online resources/tools: Kami, features on Google Docs like comments and highlighting, Hypothesis, Adobe Acrobat, or other tools provided by your school that allow students to highlight, comment, define words, ask questions, and respond directly on a digital text.

Peer-reviewed support: Azmuddin et al. (2020) found that digital annotation tools can support online reading comprehension by helping students interact more actively with academic texts.

How it differentiates by content: Students are able to access the same text with different levels of support. Some students may only need to highlight important lines, while others may need teacher comments, vocabulary notes, guiding questions, or sentence starters embedded directly in the text. Students can also add their own questions and notes as they read. The content stays the same, but the supports built into the text can vary based on student need.

Possible units: I use this method with H.P. Lovecraft short stories, The Strange Case of Dr. Jekyll and Mr. Hyde, Scythe, source evaluation lessons, speech research, and argumentative writing units.

Rationale for my classroom: In my classroom, many students struggle to know what to pay attention to while reading. Digital annotation tools let me guide students through a text without stopping every few sentences for the whole class. For example, I could use comments to point out Gothic elements in Jekyll and Hyde, define difficult vocabulary in a Lovecraft passage, or ask students to highlight evidence connected to a theme in Scythe. This also helps absent students because the reading support stays attached to the text. Instead of trying to recreate the entire class discussion later, students can see prompts, notes, and questions directly where they need them. Additionally, having them annotate digitally rather than on paper, makes it harder for them to lose their assignment and easier to refer back to it even when they conveniently forget their backpack at home.

References:

Azmuddin, R. A., Mohd Nor, N. F., & Hamat, A. (2020). Facilitating online reading comprehension in enhanced learning environment using digital annotation tools. IAFOR Journal of Education: Technology in Education, 8(2), 7–27. https://doi.org/10.22492/ije.8.2.01

Cabell, S. Q., & Hwang, H. (2020). Building content knowledge to boost comprehension in the primary grades. Reading Research Quarterly, 55(S1), S99–S107. https://doi.org/10.1002/rrq.338

Heacox, D. (2017). Making differentiation a habit: How to ensure success in academically diverse classrooms. Free Spirit Publishing. 

Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., . . . Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, Article 102274. https://doi.org/10.1016/j.lindif.2023.102274

Martin, F., Chen, Y., Moore, R. L., & Westine, C. D. (2020). Systematic review of adaptive learning research designs, context, strategies, and technologies from 2009 to 2018. Educational Technology Research and Development, 68(4), 1903–1929. https://doi.org/10.1007/s11423-020-09793-2

Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43–52. https://doi.org/10.1207/S15326985EP3801_6

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.

Van der Meij, H., & Böckmann, L. (2021). Effects of embedded questions in recorded lectures. Journal of Computing in Higher Education, 33(1), 235–254. https://doi.org/10.1007/s12528-020-09263-x

Wood, S. G., Moxley, J. H., Tighe, E. L., & Wagner, R. K. (2018). Does use of text-to-speech and related read-aloud tools improve reading comprehension for students with reading disabilities? A meta-analysis. Journal of Learning Disabilities, 51(1), 73–84. https://doi.org/10.1177/0022219416688170

Trying VoiceThread

For my MEDU-6711 course "Bridging Learning Theory, Instruction & Technology" at Walden University, I was encouraged to try out a Web 2.0 tool with which I was not very familiar: Voice Thread (n.d.). I used this program a little bit as a student when I was a high school freshman in 2012; my French teacher would have us record and share Voice Threads of us practicing French. At the time, I absolutely despised using the program because it gave me intense anxiety to record myself speaking another language and sharing that recording with my teacher and classmates, so I avoided the Voice Thread assignments altogether and almost didn't pass the class. Looking at it again with the perspective of a teacher and after more than ten years of added and upgraded tools, I have a much more positive attitude about the program. 

Voice Thread seems to be a highly effective tool that I would use with homework assignments if my school was not a "no-homework" school as it allows students to work independently with out the teacher present while feeling like they are in class with their teacher and peers. For this same reason, I could also see it being highly effective in an online, remote, or virtual classroom setting. Realistically, I am most likely to use this program to prepare for having a substitute because I can share material with my students the same way I would if I were in class and I can post the Voice Thread on Schoology for students to access on their individual Chromebooks so I don't need to rely on the substitute.

One of my classes right now is analyzing works by H.P. Lovecraft. For some of his stories, we read the original story first and then compare it to the For Beginning Readers version by R.J. Ivankovic (2019). Below is a Voice Thread I made that I would use if I were to have a substitute on the day we were studying Dagon (Lovecraft, 2021). I am still learning many of the tools that Voice Thread has to offer and will probably make adjustments to this Voice Thread if and when it comes time for me to actually use it in class.

Click here for Voice Thread

Let me know any feedback you may have by commenting on my blog post. I am anxious for any tips or insights you may have to offer. 

References

Ivankovic, R. J. (2019). H. P. Lovecraft’s Dagon for beginning readers. Chaosium.

Lovecraft, H. P. (2021). Dagon. In Collected stories (eBook No. 2100541h). Project Gutenberg Australia. https://gutenberg.net.au/ebooks21/2100541h.html (Original work published 1919).

VoiceThread. (n.d.). https://voicethread.com/ 

Constructivist and Constructionist Learning Theory, Teaching, and Learning

Constructivist and constructionist learning theories provide a powerful framework for understanding how students learn best in the 21st century, particularly in technology-rich classrooms. Constructivism emphasizes that learners actively construct knowledge based on prior experiences, while constructionism extends this idea by arguing that learning is most effective when students create tangible, shareable artifacts that allow them to externalize and reflect on their thinking (Orey, 2001 & Walden University, 2015). Because of technological advancements of the 21st-century such as the accessibility of the personal computer, the revolution of the Internet, and the explosion of artificial intelligence, constructionist learning is more accessible and more imperative than ever before (Levin, 2025, pp. 10, 19). Together, these theories form the foundation for instructional strategies such as project-based learning, learning by design, problem-based instruction, and inquiry-driven approaches like Genius Hour by engaging “students in a variety of structured tasks” (Pitler, 2012, p. 204).

Constructivist/Constructionist Learning Theories, Instructional Strategies, and Technology Tools

Constructivist and Constructionist learning theories and instructional strategies are magnified through the technological educational tools of the 21st Century. Constructivist-based strategies such as project-based learning, learning by design, and problem-based instruction are designed to place students at the center of the learning process, encouraging them to explore authentic problems, collaborate with peers, and construct meaning through active engagement rather than passive reception of information (Orey, 2001). Constructionist-based strategies take Constructivism a step further by having the students become the content creators of their own learning (Levin, 2025). Clark (2023) emphasizes that a vital trait of how these theories and strategies play into technology is that the technology must be used as an environment for learning through creation and exploration rather than tools for delivering instruction. Technology tools enhance these strategies by expanding students’ ability to research, create, collaborate, and reflect.

Orey (2001) states that Constructionism builds on Constructivism by focusing on the creation of external artifacts, noting that “learners don’t get ideas; they create ideas” through designing and constructing meaningful products (p. 130). Dr. Orey in Walden University (2015) makes sure to point out that Constructionism and Constructivism are different, though they are often confused: Constructivism at its simplest form is building knowledge based on our own personal experience which determines our understanding and that Constructionism is taking that understanding to build an artifact that shows our knowledge. Instructional strategies such as Learning by Design and Project-Based Learning operationalize this theory by requiring students to plan, design, test, revise, and present their work for real audiences. Technology tools, such as Google Slides, Canva, video creation tools, simulations, and collaborative platforms, support this process by making it easier for students to iterate on ideas, visualize complex concepts, and share their learning beyond the classroom.

Pitler (2012) applies Constructionist and Constructivist learning theory through the strategy of “generating and testing hypotheses” (p. 204). While this strategy is most often attributed to science class, it can be effectively used across all content areas, including high school English/ Language Arts, like I teach. No matter what students are learning, they can begin with developing a hypothesis or theory based on what they already know; they can then spend the duration of the unit testing and adjusting their hypotheses through Systems analysis, problem solving, experimental inquiry, and investigation (Pitler, 2012, p. 205). 

Levin's (2025) research applies Constructionist Learning Theory into the era of generative artificial intelligence (genAI), arguing that genAI represents a new phase in digital learning where tools become “partners to think with” rather than passive instruments (p. 14). From a Constructionist perspective, genAI allows students to engage in dialogue, explore ideas creatively, and construct knowledge through interaction rather than simple information delivery. When paired with inquiry-based strategies like the Genius Hour Project, these tools can scaffold higher-order thinking and promote student agency. 

Classroom Application, Genius Hour and ISTE Standards

Beginning on January 6th, as soon as my students come back from Christmas Break, I will be diving into my first intentional application of Constructivism and Constructionism by introducing a Genius Hour project to my high school speech class. One of the requirements of Speech in my school district is that students do research on a topic to present an informative speech. The course is meant to expose students to a variety of public speaking scenarios and different presentation methods. I have completely redesigned my Informative Speech Module for the class using the guidelines set by The Genius Hour Guidebook: Fostering Passion, Wonder, and Inquiry in the Classroom (Krebs, 2016). Rather than assigning students a traditional informational speech focused on summarizing a topic, students will develop an inquiry question, conduct research, form a claim, and create a presentation that communicates both their question and their conclusion. This structure aligns closely with Constructivist and Constructionist principles by emphasizing learner choice, authentic inquiry, and artifact creation. This formula of project preparation also aligns with Pitler's (2012) generating and testing hypotheses Constructionist/Constructivist learning strategy.

Students will be able to choose their presentation format, Google Slides, Canva, Prezi, PowerPoint, a video, a physical model, or any other presentation method they come up with, allowing them the autonomy to select tools that best support their own unique learning style and creative vision. This approach directly addresses the ISTE Standards for Students, particularly "Knowledge Constructor" as students evaluate sources and synthesize information to answer an inquiry question, "Creative Communicator" as they choose platforms and formats to effectively express their ideas, and "Empowered Learner" as they set goals, make decisions, and take ownership of their learning process (ISTE, n.d.-b). From the educator perspective, this project supports the ISTE Standards for Educators, including "Designer," "Facilitator," and "Learner," as I design flexible learning experiences, guide inquiry rather than dictate outcomes, and continuously adapt instruction based on student needs (ISTE, n.d.-a).

Generative AI tools, when used ethically and transparently, can further support this project by helping students brainstorm ideas, refine inquiry questions, organize research, or receive formative feedback on their claims. I have programmed a custom genAI tool for my class using Magic School AI (n.d.) This tool is designed to help students brainstorm ideas, find and cite reliable sources, and check their work with my rubrics I will be using to grade them. My students have enjoyed utilizing this tool in the past and I am looking forward to seeing how they continue to use it throughout their GH Informative Speech project. Encouraging my students to use genAI in this why aligns with Levin's (2025) argument that offloading lower-level cognitive tasks such as information gathering to AI allows learners to focus on deeper conceptual understanding and creative thinking which also aligning with Constructionist goals of students using that higher-level cognition to apply their learning in creating their artifacts or presentations. 

References

Clark, D. (2023, June 10). Papert, AI and concrete learning. Donald Clark Plan B. https://donaldclarkplanb.blogspot.com/2023/06/papert-ai-and-concrete-learning.html

International Society for Technology in Education. (n.d.-a). ISTE standards: For educators. ISTE. https://iste.org/standards/educ

International Society for Technology in Education. (n.d.-b). ISTE standards: For students. [Multimedia]. ISTE. https://iste.org/standards/students 

Krebs, D., & Zvi, G. (2016). The genius hour guidebook: Fostering passion, wonder, and inquiry in the classroom. Routledge.

Levin, I., Semenov, A. L., & Gorsky, M. (2025). Smart Learning in the 21st Century: Advancing Constructionism Across Three Digital Epochs. Education Sciences, 15(1), 45. https://doi.org/10.3390/educsci15010045 

MagicSchool. (n.d.). MagicSchool AI [AI platform]. https://www.magicschool.ai/ 

Orey, M. (2001). Global text: Emerging perspectives on learning, teaching, and technology. https://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). ASCD.

Walden University, LLC. (2015). Constructionist and constructivist learning theories [Video]. Walden University Canvas. https://waldenu.instructure.com