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.
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
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