Explorers Task Card

Discovering Resources & Creating DI Strategies


  • Explore introductory links for D.I. to determine your own first/next steps in using DI -- ideally with technology enhancement.
  • Develop a "low-prep" DI strategy for classroom implementation and determine potential technology component.
  • Determine next steps for implementation -- when, where, how the strategy will be used in the classroom and with which students.
  • Consider how efficacy will be assessed after implementation.
  • Share your work with other workshop participants.

Session Tasks:

  • DI Overview - Do one or more of the following for a quick overview of DI (Hands On Part 1)

  • Explorations (Hands On)

    • If you are taking a workshop and started on a page devoted to your workshop date, check there for additional or revised instructions.
    • Select and explore at least two external linksper person from at least one of the sections listed here (more as time permits). Work in pairs or triads (or individually, if necessary).
    • Record individual notes using or or
      or Note: An RTF (or Rich Text File) should open in any word processing application and may be uploaded to GoogleDocs for later collaboration.
    • Begin looking for one or more strategies that you think would have a positive impact on student learning and that you feel you could successfully implement in your classroom or share with colleagues. Start developing this strategy. If your selected strategy involves creating a document for students to use, it might make sense to create a Google doc for this purpose so you can publish and share your work with others in the workshop (optional, of course). You are also encouraged to start with "low-prep" strategies (see the items with an asterisk on the list on the Tech Tips & Strategies page). These tend to take less time to develop but may not have as big an impact in the classroom as some of the more extensive strategies. Ultimately, a mix of low-prep and high-prep strategies yield the best results, but it does take some time to develop your tool kit of differentiation strategies for your particular classroom and students. However, you are welcome to select any strategy you wish to develop. The choice is completely yours.
    • Complete the Goals and Implementation portions of the Planning Form. Anticipate impact on student or adult learning as well as possible changes in your teaching/coaching practice. Focus also on the logistics of incorporating these strategies for differentiation.
    • Share Your Work. If you are able to complete or nearly complete a strategy (with or without a supporting document), you are invited to contribute your strategy to this wiki. To do that, determine if your strategy differentiates Content, Process (including Instructional Flow), and/or Product/Assessment (including Student Information) and add to those appropriate pages of the wiki. If your strategy fits in more than one category, add it to all appropriate pages. If you created a supporting document using Google docs and published it for sharing, be sure to include the URL. Compose your contribution offline (in any word processing software) rather than directly on the wiki. Only one person at a time can actually edit a wiki page. Preparing offline will minimize any potential conflicts of simultaneous editing. Don't forget to give yourself credit -- include a link to your own website if you have one or provide contact information as you wish (but use caution/discretion to minimize exposure to spam).
  • Individual/Pair/Triad Reflection (during/after Hands On Exploration) *(see Alternate Instructions for Sharing below)

    • When prompted, briefly discuss in your Pair or Triad the findings you added to your Planning Form.
    • Be prepared to share one or two comments in the large-group discussion -- e.g., a particularly useful website, an "ah ha" moment, new learning about DI, your plans for implementation, etc.
    • Individually, you may also respond to one of the threads under the Discussion tab at the top of this wiki page or start a new thread.
  • Group Discussion/De-briefing (mixed task groups) *(see Alternate Instructions for Sharing below)

    • If you finish early, return to the Notes & Presentations wiki page and post your thoughts in the Responses to "The Question" thread as the workshop ends. You may post a new response or a response to someone else. This is an on-going discussion from several different workshops and presentations.
    • Be prepared to contribute to the group discussion -- share highlights, insights, new information, "ah ha" moments, valuable resources, plans for use, and next steps, as well as any frustrations or stumbling blocks.
  • Alternate instructions for Sharing may be provided by your workshop leader. Be sure to follow those for recording and/or sharing your work on the Tech4DI wiki. These instructions may also be on your workshop-specific wiki page.

Resources to Use:

Follow-up – Extend Your Workshop Experience:

  • DI Review (those you did not use today)

  • Project Development (for Implementation and Coaching)

  • Postings in the Discussion threads on this page and elsewhere in the wiki may be completed or extended after the workshop. Although this page will be updated for future workshops and presentations, the Discussion tabs will remain. Please feel free to return and add to these discussions at any time in the future. Remember, this is a public wiki.
  • Participants are encouraged to re-visit the Tech4DI wiki often and contribute resources for Differentiation and Technology in the External Links and Resources pages as well as your own strategies and experiences in the Tech Tips & Strategies pages.
  • Consider using the Notify Me tab at the top to monitor one or more Tech4DI pages via email notification when changes occur, or by using the RSS subscription feature. You may also choose to monitor the entire Tech4DI wiki site by selecting the Space-Wide Notification Page link here or from the Notify Me tab on any page.
  • Please feel free to use this wiki with your colleagues and in your own practice.