Differentiation with Social Media Tools

	A	B	C	D	E	F	G
1	Please share more tools for supporting differentiation of instruction to meet student needs. Include a description. This list benefits all educators and learners. Also please notify me of any broken links. Contact via email or Twitter.				This website is: bit.ly/di4allonlinetools	http://bit.ly/di4allonlinetools	https://docs.google.com/spreadsheets/d/1ihsTwYr1kFx9Jb08Z2w5i1MWoxYkRXZbTP4Gcbodp6I/edit?usp=sharing
2	This license is under a Creative Commons: Attribution-NonCommercial-ShareAlike 4.0 International		https://creativecommons.org/licenses/by-nc-sa/4.0/
3		Contact: John McCarthy	jmccarthyeds@gmail.com	https://twitter.com/JMcCarthyEdS	Differentiated Resources:	http://openingpaths.org/blog/resources/di/
4		Recommend new tools to add at:	http://bit.ly/di4alltoolsubmission		From article at:	http://bit.ly/100differentiationtools
5	Resource	URL	Tool Type	Assessments	Content Differentiation	Process Differentiation	Product Differentiation

6	Milanote	https://milanote.com/	Collaboration Virtual Boards		Students can work individually or collaboratively to collect and organize content that they are exploring. Students can use multimedia tools to organize their ideas.	Student can organize tasks and content for projects or multi-step tasks in formats that best works for them for study, research, and later product development.	Use these boards to create a presentation via assets and links to content. Enable students to orgnaize their presentation as it best fits their thinking. Also, teachers can provide boards with curated resources and content for students to explore.
7	Bookshare	https://www.bookshare.org/cms/	Reading Leveled Support		Proides access to (current) books for free to anyone with a diagnosed reading disability. Teachers can create an account if they have students who have a reading disability. Great way to align reading needs to students.	The site has digital books, which can be adapted to be audible and highlight words. Those are just some of the tools to help students access content comprehension through reading.
8	Storyline Online	http://www.storylineonline.net/	Story Reader		Choose from a variety of storybooks that actors and other famous people read it aloud. It's a way for learners to listen to stories multiple times for comprehension.
9	Weebly	http://www.weebly.com/	Blogs		Provide embeded videos, podcasts, and support links for access to different content delivery and for student-directed research. Create centers via different pages based on learner readiness and/or interests.	Students journal or post comments in reply to posts links and other content (see "Content Differentiation"). Use revision & reflection activities between students, with support by teacher and experts.	Publish student work. Create student portfolios with reflections. Craft digital-based products.
10	Blogger	https://www.blogger.com/features	Blogs
11	WordPress	https://wordpress.com/	Blogs
12	EduBlogs	http://edublogs.org/	Blogs
13	KidBlog: Especially useful with younger students.	http://kidblog.org/home/	Blogs
14	PBWorks	http://www.pbworks.com/	Wikis		Can be used for the same purposes as blogs, while providing the customization to operate in similar fashion as online Classrooms.	Can be used for the same purposes as blogs, while providing the customization to operate in similar fashion as online Classrooms.	Can be used for the same purposes as blogs, while providing the customization to operate in similar fashion as online Classrooms.
15	Wikispaces	https://www.wikispaces.com/	Wikis
16	Site Builder	http://sites.google.com/	Google Apps
17	Edmodo	https://www.edmodo.com	Online Classrooms	Online Classrooms offer assessment tools. Used for pre-assessments and formative assessments identifies where students need differentiation, and how it should look.	Online classrooms provide formal tools and structures for sharing content. The various resources shared for differentiation is the same as with blogs and wikis.	Online classrooms provide formal tools and structures for students to process their understanding. This is usually in the form of a discussion board. You may want to include other 3rd party tools that can be linked in the classroom--thus providing more flexibility.	Online classrooms provide formal tools and structures for students to upload assignments. You may want to include other 3rd party tools that can be linked in the classroom--thus providing more flexibility and innovation by students on their product work.
18	CourseSites by Blackboard	https://www.coursesites.com	Online Classrooms
19	Seesaw	http://web.seesaw.me/	Online Classrooms
20	Google Classroom	https://www.google.com/edu/products/productivity-tools/classroom/	Online Classrooms
21	Schoology	https://www.schoology.com/	Online Classrooms
22	Moodle	https://moodle.org	Online Classrooms
23	Underlined	https://www.getunderlined.com/	Online Collaboration Groups	Feedback and Revision is a major need. Here's a site where that can take place in private groups within the class, and with other groups as public sharing of work to an outside audiece for feedback.		Understanding and using writer's craft is a process. Feedback and revision is a means to get there. Posting questions, interviewing, and adding to conversations are other ways to develop one's writing skills.	In the writers are developing drafts to be submitted for assignments, publication, and feedback. What's shared here can lead to compiling a portfolio of work that learners can review and reflect on to trace their growth as writers.
24	Padlet	http://padlet.com/	Collaboration Virtual Boards			Students share ideas and relevant content with each other for use in their ongoing work.	Share links to completed products for publication.
25	Storm Board	https://www.stormboard.com	Collaboration Virtual Boards				Share links to completed products for publication.
26	Storify	https://storify.com	Curated Content		Compile content links to resources into categories that enable learners to make sense of information from different media perspectives. Each tool has its own unique approach to providing this.	Students create their own resource list using these tools. Storify & paper.li offer contact info to the author/expert of the chosen content for follow-up questions and support.	Students create their own resource or message guide using these tools to meet the needs of a targeted audience.
27	Pinterest	http://www.pinterest.com/	Curated Content
28	Paper Li	http://paper.li	Curated Content, also see Interactive Pages/Posters
29	Spundge	https://www.spundge.com	Curated Content
30	List.ly	http://list.ly	Links for Sharing		Similar to the Curated Content tools, these are online bookmarks that can be categorized and shared with students, based on their differentiated needs.	Similar to the Curated Content tools, students create their own list of links that support their work. They share the list with peers and teachers depending on the need.
31	Diigo	https://www.diigo.com	Links for Sharing
32	Drive	https://drive.google.com/	Google Apps	Share rubrics and other assessments to students when that informaiton is needed.	Manage and share content via folders. Include folders where students can submit work.	As students work through the Writing Process (CC.WRI.5), they share a link to that work with peers and teachers for on-going feedback, monitoring, and targeted support where needed.
33	Docs	https://docs.google.com	Google Apps		Provide links and other media resources for student access. Create centers, thinkdots, RAFTS, and other activities that differentiate based on Readiness, Interests, and Learning Profile.	As students work through the Writing Process (CC.WRI.5), they share a link to that work with peers and teachers for on-going feedback, monitoring, and targeted support where needed.	Students design products using these various office tools, which best fits the outcome and audience need.
34	Sheets	https://docs.google.com/spreadsheets	Google Apps
35	Slides	https://docs.google.com/presentation	Google Apps
36	Google Forms	http://www.google.com/forms/about/	Google Apps	Create assessments for academic and learning styles. As a result of their score or certain questions answered, the "Completion" page could show link options for students to follow based on their performance.	Using the idea shared under assessments, links to different content would be listed for students to choose their learning direction.
37	Google+ Communities	https://plus.google.com/communities	Google Apps	Student replies to posts made for Content & Process Differentiation are formative assessment data to assess for progress and support needs.	Easy way to organize content via different modalities such as video, links, and podcasts for use by students. Posts can be crafted as activities for Centers or Menus.	Similar to blogging, student reflections and journalling are opportunities to show understanding. Audio & video recordings and images are alternatives to writing.	Studnet work can be linked or attached via these tools.
38	Discussion Boards	https://groups.google.com	Google Apps				Studnet work can be linked or attached via these tools.
39	Sticky Notes	https://chrome.google.com/webstore/search/sticky%20notes	Google Apps	Have students complete exit cards on these virtual sticky notes. The teacher can move between screens with a checklist to capture the learning levels of students through this informal informative assessment approach.	Students add this app to their Google Chrome browser or Chromebooks. Enables them to create sticky notes of key ideas and resources. They can craft a list of completed tasks as well as reference notes for their work. Work might be varied by the needs of different groups of students.
40	Notty Notes	https://chrome.google.com/webstore/search/sticky%20notes	Google Apps
41	Google Keep	https://keep.google.com/	Google Apps		This virtual tool is great for crafting a shared todo list for tasks. Share the tasks with different student groups based on their needs. The lists can be view only or shared edits with the students. For example, student teams may check off items as they complete them, which informs the teacher of their progress. Students and teacher may post questions for support and to guide learning. This tool is web-based and an app for phones.
42	Google Calendar	https://www.google.com/calendar	Google Apps	Organizing assignments and reminders is a constant struggle for schools, as shown by the use of paper reminder books that are passed out each year. At best, this annual investment can be a costly tool. At worse, students are not using them enough to justify the monetary investment. Enter digital calendars. Teachers can schedule such callendars. With students and parents subscribed to the calendar, they have instant access to assignments, announcements, and other events. Further more, calendar events can be made that includes specific students for scheduled small group support. In this case, students must respond to an email as to their availability or by accepting the event, acknowledge receipt of the required information. These calendars are used via browsers and phone apps. Lack of access to information is no longer an excuse.
43	Sunrise Calendar	https://www.sunrise.am	Google Apps
44	Chrome Apps Database	http://www.shakeuplearning.com/chrome-database/	Google Apps	This resource is a treasure trove of Google Apps that is structured in a searchable database. It's not so unusual to include in this list for Differentiation as if you read through the available tools and their usage for Assessments, Content, Process, and Product, you can apply that understanding to this database. Check it out. Let me know what you think and/or ask questions via jmccarthy@openingpaths.org or jmccarthyeds@gmail.com or via Twitter: https://twitter.com/JMcCarthyEdS
45	TACKK	https://tackk.com	Interactive Pages/Posters		Provide content in diverse ways, or specifically target readiness levels with an interactive page for each skill group. Content can also be provided for heterogenious groupings, such as incorporating various learning profiles.	Students create their own pages/posters to make sense of the content for a specific lesson or group of lessons. In this instance, the student work is practice, not a final product to be graded.	Students have different ways to demonstrate their understanding by choosing the media and medium to incorporate into these interactive pages/posters. Great opportunity for using multiple intelligences such as by Robert Sternberg.
46	Thinglink	https://www.thinglink.com/	Interactive Pages/Posters	Additional link: https://chrome.google.com/webstore/detail/tackk/dlijffcapefjlbkkjikpfckjlmamneol?hl=en
47	Piktochart	http://piktochart.com/	Interactive Pages/Posters
48	Easel.ly	http://www.easel.ly/	Interactive Pages/Posters
49	Infogr.am	https://infogr.am/	Interactive Pages/Posters
50	Scribblar	https://scribblar.com/	Interactive Pages/Posters		Collaborative whiteboard for teachers and students to share ideas such as Math computations. Discuss and review work.	Students generate their ideas and understandings of concepts and get feedback from each other and teachers in real time and virtually.	Students complete work and then share with teachers, students, and experts for review and conversation.
51	Riddle	http://www.riddle.com/	Polls & Surveys	Collect data ON students & used by students. Use Social Media to access a wider audience.	Post articles for learners to digest and share their understanding based on question prompts and surveys.	Student generated surveys helps them check for their understanding of content. Peer review of surveys before using can lead to revision opportunities.
52	Survey Monkey	https://www.surveymonkey.com	Polls & Surveys	Collect data ON students & used by students.
53	Poll Everywhere	http://www.polleverywhere.com	Polls & Surveys
54	Survey Anyplace	https://surveyanyplace.com/quiz-software/	Polls & Surveys
55	Free Online Surveys	http://freeonlinesurveys.com	Polls & Surveys
56	Zoomerang	http://www.zoomerang.com/	Polls & Surveys
57	Formsite	https://www.formsite.com/	Polls & Surveys
58	Kahoots	https://getkahoot.com	Polls & Surveys
59	GoVote	https://www.mentimeter.com	Polls & Surveys
60	Go Soapbox	http://www.gosoapbox.com/	Polls & Surveys	Check for student understanding before, during, and after a lesson. Allows for anonymous and named responses.		Provide the data to students to analyze and deepen their understanding.
61	Mentimeter	https://www.mentimeter.com	Polls & Surveys	Check for student understanding before, during, and after a lesson. Allows for anonymous and named responses.
62	Socrative	http://socrative.com/	Polls & Surveys	Check for student understanding before, during, and after a lesson. Allows for anonymous and named responses.
63	Plickers	https://www.plickers.com/	Polls & Surveys	Quick easy way to check in with multiple choice questions or true false statements. Students only need one plicker cards printed by teacher. No tech for kids needed. Students can not see others answers.			Students answer multiple choice/true false statements.
64	Youtube Playlists	https://www.youtube.com/playlist?list=PLfxm9kJmkgVqr48n_yznErZl_qjXEtRG7&spfreload=10	Independent & Shared Learning		There are a variety of videos by educators and students that address many academic topics in diverese ways. Provide your learners with different approaches to communicating the content.	Students can post replies on the videos that they watched, indicating what they understand, agree, and disagree with. They can create their own Playlist for the videos that best helped them understand the content, and share why and how. The playlist is shared with their peers, the teacher, and perhaps posted as a link in one of the other social media tools listed here. They can also storyboard their own video. The storyboard would need to demonstrate the core skills to be assessed.	Students shoot their own video that demonstrates the targeted skills. They can also reflect on the playlist they make as to how it effectively addresses the content.
65	Khan Academy	https://www.khanacademy.org	Independent & Shared Learning	Can track student progress based on the skill videos watched followed by the quizzes. Students work targets their readiness needs.	Content is offered in a video mode. Look for explanations that use different approaches and/or different methods for solving the work.	Have students journal or orally explain how they solved or attempted to solve the work.
66	Front Row	https://www.frontrowed.com	Independent & Shared Learning	As students work on Math at their Readiness level, teachers receive data on student strengths & needs.	Based on provided formative assessment, students work on skills based on their current readiness needs. Provides appropriate challenge for each learner.
67	Read Theory	http://readtheory.org	Independent & Shared Learning	Provides assessments for reading comprehension. Helps to identify reading levels using a testing format similar to standardized testing.	Might be a useful tool where teachers assign assessment practice based on the learner's current reading level. At this time, this approach may be best as supplimentary support.
68	Twitter	https://twitter.com	Social Collaboration	Teacher poses questions that students respond to. The answers are gaged for understanding. This formative assessment leads to targeting customized support for groups of students and individuals.	Use links and images to share content that students can use and refer back to anywhere and at anytime. These links could be to the other tools on this list for follow-up.	Students reply to posts with their understanding, including links of their own to other tools listed here as well as other references. They get feedback and perspective from the others who also are posting their responses.	Students and teachers publish work using any tools that best supports students' readiness, interests, and/or learning profile. In many cases these socal collaboration tools are for publishing the products.
69	Instagram	http://instagram.com/	Social Collaboration
70	Tagboard	https://tagboard.com/	Social Collaboration
71	Today's Meet	https://todaysmeet.com/	Socal Collaboration	Post or share questions or prompts for students to respond in a stream. Use as a KWL or Need to Know activity to collect learner data on questions that students have about the introduced content. Read this article for the Need to Know strategy: http://openingpaths.org/blog/2015/02/need-to-know-process/	Use the tool for whole class Q&A. This is better than the traditional approach as all students have a voice in the dialog, as oppose to it being just between the teacher and a few respondants.	Use the tool for individual reflections and checks for understanding and applications. The streamed responses will be data for teacher and other students to support and clarrify each other's understanding.
72	Kaizena	https://kaizena.com	Feedback	This tool is great for students to receive feedback on their work. The author gets formative feedback on their work. Those who give feedback can be assessed for their own understanding of content based on the accuracy of their comments.		This tool is great for students to receive feedback on their work. The author gets formative feedback on their work. Those who give feedback can be assessed for their own understanding of content based on the accuracy of their comments.
73	Not.ly	http://note.ly/landing/index.php	Social Collaboration	Use as a KWL or Need to Know activity ( Read this article for the Need to Know strategy: http://openingpaths.org/blog/2015/02/need-to-know-process/) to gather students' questions about the lesson or curriculum to be taught. Students post digital sticky-it notes on a board that is shared by the teacher.		Students post sticky notes to share questions, ideas, and resources that help demonstrate what they know and do not know.
74	Livebinder	http://www.livebinders.com/	Student Work Displays & ePortfolios, also see Currated Content	Students take part in the assessment of the work, along side peers, the teacher, and other stakeholders. The key is that the learning outcomes are clearly defined and that the student has flexibility for how they want to construct their portfolio of work.		Reflections on products and their thought process behind the work that's included helps students and their teachers to identify strengths and areas for support.	Students publish their work in a format and purpose that best suits their needs and that of their targeted audience.
75	Pathbrite	http://pathbrite.com/educators/	Student Work Displays & ePortfolios
76	Portfolium	https://portfolium.com/	Student Work Displays & ePortfolios
77	DoYouBuzz	http://www.doyoubuzz.com/us/	Student Work Displays & ePortfolios
78	Flavors Me	http://flavors.me/	Student Work Displays & ePortfolios
79	OPResume	http://www.opresume.com/	Student Work Displays & ePortfolios
80	Zoom	https://www.zoom.us	Video Conferenecing	Recorded video of conferences and presentations can be used by students to self-assess their understanding. This is similar to what coaches and athletes do with game film.	Video conferencing brings students into contact with experts and students globally. The diverse perspective on content can help develop and deepen learning. Experts and peers from other cultures can be a powerful experience.	Video conferencing have a recording option that enables students to video blog reflections about their understanding and perspective on topics. Helps identify what they understand well or need support. Additionally, experts and peers from other locations can provide feedback on the work in progress.	Use the video conferencing tool to record presentations where students can use a variety of media tools to demonstrate their learning.
81	Google Hangout	http://www.google.com/+/learnmore/hangouts/	Video Conferenecing
82	Skype	http://www.skype.com/	Video Conferenecing
83	Screencastify	https://chrome.google.com/webstore/detail/screencastify-screen-vide/mmeijimgabbpbgpdklnllpncmdofkcpn?hl=en	Screen Recorder	Recorded video of student work can be self-assessed for what their understanding. This is simialr to coaches and athletes watching game film.	Screencapture software allows for teachers to create presentations, using diverse modalities to show and explain content..	Students can record themselves explaining a process or reflecting on their understanding of the skills in context to the work.	Studnets can create their own presentations that supports their understanding, an dmeet the needs of their target audience.
84	Jing	http://www.techsmith.com/jing.html	Screen Recorder
85	Techsmith Snagit (no longer free)	https://www.techsmith.com/screen-capture.html	Screen Recorder
86	Vocaroo	http://vocaroo.com/	Voice Recorder		Helps in recoding your own audio track and converting it into an URL that can be further converted into a QR code, or embedded into online assignments.	This tool helps to communicate with ELL, learners with low reading levels, and students with IEPs very effectively.	Students create their own voice recordigns to add to digital products. Allows them to express themselves with or in place of a written passage.
87	Voki	http://www.voki.com/	Voice Recorder		Teachers and/or students can create content learning that is based on different levels of Readiness needs.	Students create their avatar and record reflections about learning or to explain content for understanding.	Students create presentations and recordings of understanding using their avatar.
88	Mind Mup	https://www.mindmup.com/	Mind Mapping	Students use this mindmapping tool to show what they understand and what needs exists as part of a pre-assessment tool.	Use this mindmapping tool to create webbed outlines of content. Provide versions of notes with varying levels of completeness.Share copies as models of quality. Provide as a tool for students to craft their own and save copies.	Students use this mindmapping tool to think through their understanding of content and ideas. Students share these maps to explain their thinking, what they know, and do not know. Students can map out their ideas for papers, presentations, and other forthcoming major assignments, thus ensuring clarity of organization of ideas.	Students complete webbed outlines to present for milestone assessments, or checkpoints, as well as for final unit work. As milestones, this is a good formative assessment.
89	Mind Meister	https://www.mindmeister.com/	Mind Mapping	Students use this mindmapping tool to show what they understand and what needs exists as part of a pre-assessment tool.	Use this mindmapping tool to create webbed outlines of content. Provide versions of notes with varying levels of completeness.Share copies as models of quality. Provide as a tool for students to craft their own and save copies.	Students use this mindmapping tool to think through their understanding of content and ideas. Students share these maps to explain their thinking, what they know, and do not know. Students can map out their ideas for papers, presentations, and other forthcoming major assignments, thus ensuring clarity of organization of ideas.	Students complete webbed outlines to present for milestone assessments, or checkpoints, as well as for final unit work. As milestones, this is a good formative assessment.
90	Popplet (Now app based)	http://popplet.com/	Mind Mapping	Students use this mindmapping tool to show what they understand and what needs exists as part of a pre-assessment tool.	Use this mindmapping tool to create webbed outlines of content. Provide versions of notes with varying levels of completeness.Share copies as models of quality. Provide as a tool for students to craft their own and save copies.	Students use this mindmapping tool to think through their understanding of content and ideas. Students share these maps to explain their thinking, what they know, and do not know. Students can map out their ideas for papers, presentations, and other forthcoming major assignments, thus ensuring clarity of organization of ideas.	Students complete webbed outlines to present for milestone assessments, or checkpoints, as well as for final unit work. As milestones, this is a good formative assessment.
91	Moovly	https://www.moovly.com/	Presentation/Video Tool		Display content in a variety of ways so that learners see content and links in different perspectives. Provides opportunity to make real world connections on issues in dynamic ways.	Students can use the video ability to capture 1-2 min video reflective journals about what they understand and struggle with in the current work. Great add on for student portfolios and student-led conferences.	Empower student voice. Learners develop their own display of understanding in a fashion that matches their perspective. Include a variety of tools that tap into multiple resources.
92	Record MP3 Online	http://recordmp3online.com/	Audio Recorder			Have students record themselves as an alternative to written forms of assignments. Or use with students whose initial writing attemp to show understanding fails. Sometimes understanding of content and concepts is blocked by a person's writing skills. This is especially a problem when the assessment is not focused on writing skills.	Students create voice recordings that can be added to their digital products such as presentations, videos, and e-portfolios.
93	Adobe Spark	https://spark.adobe.com/	Presentation/Video Tool	Have students record and create content that demonstrates what they know or don't know. Possibly use to create their own KWL.	Display content in a variety of ways so that learners see content and links in different perspectives.		Empower student voice. Learners develop their own display of understanding in a fashion that matches their perspective. Include a variety of tools that tap into multiple resources.
94	EMaze	https://www.emaze.com/	Presentation Tool		Display content in a variety of ways so that learners see content and links in different perspectives.		Empower student voice. Learners develop their own display of understanding in a fashion that matches their perspective. Include a variety of tools that tap into multiple resources.
95	Prezi (No longer free)	https://prezi.com/	Presentation Tool		Display content in a variety of ways so that learners see content and links in different perspectives. Similar to PPT but the frames "pop out' when you click on them		Empower student voice. Learners develop their own display of understanding in a fashion that matches their perspective. Include a variety of tools that tap into multiple resources.
96	Powtoon	http://www.powtoon.com/	Presentation Tool		Display content in a variety of ways so that learners see content and links in different perspectives.		Empower student voice. Learners develop their own display of understanding in a fashion that matches their perspective. Include a variety of tools that tap into multiple resources.
97	Aurasma	http://www.aurasma.com/	QR - Augmented Reality	Create questions and other assessment tasks that students complete using the app, similar to a QR reader.	Provide students with a varied view of information, through multimedia. Think Hogwarts from Harry Potter with the animated portrats.	Develop a visual e-portfolio of students' reflections on content and process.	Have students design their own AR for raising awareness on a variety of issues. For example give a historical tour of the community by posting AR images for the community to use as a walking tour (virtual and physical).
98	Nearpod	http://www.nearpod.com	Presenter Display		At its core, Nearpod gives students access to the presentation on their individual screen. It is a potential Virtual Centers tool, where the teacher creates the set of station tasks for 2 or more groups. Each group gets a unique access code. Students receive the tasks that are matched their needs. This can be delivery of information, make sense of content (Process), or work through their understanding (Product). Another product option is to have students create their own presentations and share them with teachers and audiences beyond the classroom.
99	Bitstrips	https://www.bitstrips.com/	Emoji Creator			Students can design emojis for explaining content or meaning of concepts.	Students create stories through emojis.
100	Desmos	https://www.desmos.com	Graphing Calculator		Demonstrate various concepts through this visual of graphs.	Students can enter data and instantly see the graph. This is a great way for learners to explore formulas in math and trouble shoot ideas from othoer content areas where a graph is required.