Differentiation With Technology

In designing a three day lesson plan on subtracting mixed fraction, my mentor and I decided to incorporate technology to both differentiate learning and to provide a global awareness to our students. One way we did this was by using Khan Academy videos paired with EdPuzzle. EdPuzzle is an online platform that allows the teacher to use videos from the internet or upload their own videos and add questions, voice overs, notes, and comments for students to answer, making the video interactive and engaging (Tchize, 2018). Students viewed the videos that showed strategies for solving problems involving subtraction with and without regrouping. Students then answered questions throughout the video that related to the problem being solved. They were also given 2 extra problems at the end of the video to check for understanding. The teacher was able to monitor participation in real time on the EdPuzzle website and students were unable to skip ahead on the video until they had answered the questions. Along with EdPuzzle pausing every time the student switched to another tab, allowed the teacher to ensure that students were on task and participating in the video. 

We also planned for students to use Flipgrid to create a video demonstrating and explaining their favorite strategy to solve a posted subtraction problem involving mixed numbers with regrouping. After student finished filming the video, they uploaded it to the class page. The next day they would pick a video of a student in their pen class and watch their video. While watching their video, they would note the similarities and differences in the strategy that was being shown. On the third day, they would record a response video for the person that they watched describing the strategy that person used, how it was the same and different from theirs and the strategy they liked better and why. They would then also have to watch the response video made for them form the pen class. 

Allowing students to see that students from other places have different ways of learning and doing similar tasks helps the students realize that there is more than one way to do things. One of the main objectives of global literacy to increase students awareness and respect for the language and culture of diverse individuals (Dwyer, 2016). They are also exposed to different strategies that may not be taught in their school, state, or country. Furthermore, they have the opportunity to learn about the language, customs, and ideas of students from other areas in the world. This will help them see that although there are differences, there are ways that each person is the same. Flipgrid is a great way for students from many different places to share ideas on a topic or participate in a conversation (Petty, n.d.). 


Dwyer, B. (2016). Teaching and learning in the global village: Connect, create, collaborate, and communicate. Reading Teacher, 70(1), 131-136. https://doi-org.lopes.idm.oclc.org/10.1002/trhtr.1500. 

Petty, B. (2018). 3 global collaboration projects for your classroom. Hey Teach! https://www.wgu.edu/heyteach/article/3-global-collaboration-projects-your-classroom1807.html.

Tchize Teacher, B. (2018). Teaching with interactive videos thanks to edpuzzle. Profweb. https://www.profweb.ca/en/publications/real-life-stories/teaching-with-interactive-videos-thanks-to-edpuzzle.




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