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