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"We're not sure it is a matter of fact how personalized learning, personal learning, and differentiated instruction compare, but we tend to think of differentiated instruction as the process of optimizing the packaging of academic content for individual students, while the former "personalized" and "personal" learning can also involve the changing of the content itself. That is, this student needs to learn this content, while differentiation is a matter of tailoring teaching for each students to reach the same content."

"As the Association for Supervision and Curriculum Development points out, today's educators face a catch-22 - they must "help decidedly unstandardized students meet an expanding set of rigorous, standardized learning targets." Fortunately, teachers have a solution to this dilemma in differentiated instruction. A differentiated classroom accommodates the heterogeneity of students by tailoring instruction to each student's backgrounds, interests, skill, and readiness levels. Read on to learn more about differentiated teaching, why it works, and how to implement it in your classroom."

"Differentiated instruction (DI) is a vast system in which it is difficult for many teachers to find a foothold for supporting students in a meaningful way. Teachers want and expect everyone to succeed, yet the means to that end can be foggy at best. How can we ensure that planned learning experiences have a significant and positive impact on student learning? We can answer this question with three important guidelines that will transform student learning experiences through meaningful differentiation. "

"Humboldt Elementary made time for differentiated instruction and small-group work through a program called I Choose. This 30-minute block of time allows fourth, fifth and sixth grade students to rotate through various interventions within RTI or attend their choice of electives including peer tutoring, library, physical education, computers, or music. The program allows teachers the time for the differentiation they'd requested and gives the students a mix of valuable supports and enjoyable enrichments."

"As educators, we know that learning is not one size fits all, and what's best for some students may not be for others. Yet differentiated instruction (DI) remains elusive as a major part of formal planning. Myths about DI persist despite work by respected advocates such as Carol Tomlinson, Susan Allan, Rick Wormeli, and Gayle Gregory. What follows are prominent misperceptions expressed about DI, presented here so that we can separate myth from truth."

"Differentiated instruction is not necessarily a new approach to meeting the unique learning needs of all students, but it has certainly been enhanced through assistive technologies. The advancements with assistive technologies have been astronomical in providing teachers even more ways to reach out to their students (Dove, 2012) and differentiate the way they learn, practice, and explore concepts (Ciampa & Gallagher, 2013). As a researcher studying assistive technologies and a program facilitator for the Learning Disabilities Association of Niagara Region, I have gained valuable insight to help support educators with high-tech assistive technologies. For the most part, my experience with assistive technology has generally revolved around using Apple iPads and Chromebooks. With this in mind, the following tips will be coming from the perspective of a teacher very passionate about mobile devices in 21st century learning spaces."

Today's classrooms are diverse and inclusive by nature. Differentiation of instruction and assessment and the principles of universal design are now recognized practices for teachers. Both differentiation and universal design provide systematic approaches to setting goals, choosing or creating flexible materials and media, and assessment. To undertake differentiation and universal design, teachers need to be aware of a range of accommodations (multiple means of representation, of expression, and/or of engagement) that may be necessary to help each student in the classroom succeed. These accommodations may take the form of adaptations and/or modifications

"ter-loving capybara. Understanding their differences is the first step, but even if we create individual education plans that differentiate instruction for each student, teachers are forced to make choices that affect student learning when it comes to instructing them all at once. "

Students learn at different rates and in different ways. Technology supports instructional strategies by creating new routes to learning and addressing multiple learning needs. Differentiate instruction by using the wealth of digital resources that will challenge and engage all multiple intelligences and learning styles.

Article on Differentiated Instruction by Tracey Hall

"For students with diverse learning needs including students with special education needs, students with learning and literacy difficulties and students for whom English is not their first language technology can play a key role in removing barriers, differentiating instruction and providing tools to accommodate their learning needs and access to the school curriculum. During this workshop we explored the range of options using an iPad to assist teachers to optimize and differentiate student learning, and to support student engagement."

"There is a difference between personalized learning and differentiation. Differentiation is a kind of personalized instruction, where teachers adjust process, & product, according to a student's readiness, interest, & learning style. Planning of the learning starts with the content, and the content remains the same for all students. This is a school and curriculum-centered approach that attempts to amend the delivery of the content to match the student's needs, strengths, and general readiness. Personalized learning starts with the learner and asks the question, "What does this student need to understand, and how best can that happen?" This is a student-centered approach, and is built around the idea of recognizing the vast differences in students-not just in terms of literacy or schema, but an authentic need to know."