Differentiate with Technology is now in the Classroom 3-Minute Problem Solver series.
Don't know how to differentiate instruction using technology?
It's easy as pie if you know a few Edmodo tricks. In this Classroom 3-Minute Problem solver, we'll show you one of the features of Edmodo. While Edmodo can help you accomplish lots of classroom tasks and connect with students and parents for collaboration, being able to use the tool to differentiate your instruction is one of the key benefits for teachers.
“It is the supreme art of the teacher to awaken joy in creative expression and knowledge.” -Albert Einstein
With a Facebook-like look and a newsfeed that most students will be very familiar with, you can set up and join one or many different communities, even connecting with teachers from around the world. To differentiate, you simply create groups, perhaps by your classes such as English 1, English 2, English 3, and so on. Then, within each of those groups, you can create smaller sub groups and place each student into one of the sub groups. Then, for each sub group, you can share different types of materials.
For example, you might have a group for gifted and talented, another for your struggling students, and so forth. Or, you could set up groups based around learning styles, and you could supply audio or video files to one group, for instance, and documents to another group. It's really as easy as that and you are only limited to how you can imagine subdividing your classes.
Do you differentiate instruction today? If so, how do you go about it? Have you tried a technology solution, either Edmodo or something else? We'd love to hear your success, or hard-luck, stories. Please comment below.
About Our Differentiate with Technology Presenter Kim Munoz is an Instructional Technologist for Franklin ISD and a former Bryan ISD middle school technology teacher with over 16 years of teaching experience. She has conducted well over 50 unique training sessions for SimpleK12, click here to take a look at more videos from Kim.
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