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Some great resources for helping teachers conceptualize what good differentiation looks like.

Exemplars of what differentiated learning looks like in the elementary classroom.

I worked on this custom search engine for teachers focusing on Differentiation strategies - you may find it useful to share...

Authors say these applications are, "technology every educator should know." Some new applications... I was impressed that the authors include alignment to NETS-T for each tool. We can share the NETS alignment along with the tool.

Excellent! Takes a while to search through, but there is something for everyone here and it's a good resource for us to find good new tools to use for in-school PD sessions. It's one of those sites you need to revisit every few months.

"Forest Lake principal Kappy Cannon didn't leave it up to teachers to decide whether they would join the digital revolution. As long as you provide adequate support, she reasons, you can demand that it be done. This mandate from the boss gave the school's tech-integration team a major boost. Also helpful: instructional-technology specialist Paulette Williams's sweet but insistent approach. When the school got interactive whiteboards, she gave teachers six months to relinquish their old overhead projectors. Then she said, "You can give me the projectors peacefully, or I'm going to take them." "

This article and video explores how one elementary school in Columbia, South Carolina transformed itself into a 21st century teaching and learning community.

I just added this as a Digi Discussion on the CCL for our next Digi Discussion:

Significant research has been done on the cognitive and academic outcomes of older-younger and peer-peer student relationships. Whether in a one-on-one setting or a setting in which responsibility for teaching is shared among members of a collaborative group, well-planned, well-organized, and well-executed student-student interactions have repeatedly shown positive evidence of student progress and learning This action research project differentiates itself from previous research in several ways because it focuses on motivational and attitudinal outcomes when every student in a classroom of eighth graders serves as a teacher of "new-to-everyone" content for three classes of younger students.