The process of differentiation involves the actual structure you set up to move your students through a differentiated lesson.
Are you grouping students by learning style, personal interest in a topic, or some achievement indicator?
Where have you placed the formative assessment so that you have a way to know if students have the correct understanding before they move into the production of a multimedia product?
A big temptation is to begin to make differentiated learning more about the tools than the learning. If students are jumping at every new tool because it is fun and exciting, are they aware that the purpose is to communiate their understandings, not to play with a new toy.
Many students need the structure of having to conference with a teacher or turn in a plan before they begin production. The research and the thinking doesn't happen in the tool, the tool is just used to communicate the thinking and learning that has already taken place.
Are you grouping students by learning style, personal interest in a topic, or some achievement indicator?
Where have you placed the formative assessment so that you have a way to know if students have the correct understanding before they move into the production of a multimedia product?
A big temptation is to begin to make differentiated learning more about the tools than the learning. If students are jumping at every new tool because it is fun and exciting, are they aware that the purpose is to communiate their understandings, not to play with a new toy.
Many students need the structure of having to conference with a teacher or turn in a plan before they begin production. The research and the thinking doesn't happen in the tool, the tool is just used to communicate the thinking and learning that has already taken place.