n regards of the topic of differentiated learning, it is important to consider that there are a lot of personalities inside the class and with different thinkings besides ours. In fact, Tomlinson (2001) believes that teachers should not put labels into the students. An example she gives is the term “slow learner”. This often carries the connotation of being lazy or shiftless, when in reality, most of the times, if they are motivated, they work hard. Furthermore, differentiated learning, is not delivering a “normal” task to most students and a “different” assignment to students who are struggling. The role of the teacher, in this case is to have mixed abilities. Tomlison uses the phrase “multiple avenues of learning” for different needs. The goal of education is for the student to get the biggest of it. In regards of the methods for practicing this type of learning, Spencer- Waterman (2005) states the usage of problem-based tasks or socrative circles. What’s more, Referring to the theories. It could be found theNow, with the role of technology, a student can participate and be integrated since it is not only for a special type of learning. By this, I mean visual or kinesthetic. According to Grand & Basye (2014) learning can add opportunities onto how, when and where the student access materials. Learning becomes a personal experience, combining personal interactions altogether with media supports, online learning and communication support. Online testing can employ role playing, simulations and modeling to further deepen and make rich the experience of learning. Moreover, with technology, students are capable to select their answers, and select the order of activities. This will depend on the flexibility of the teachers (Scalise, 2007).

Adding up, Kalantzis and Cope (2016) called for a reflexive pedagogy. This pedagogy aligns affordances of new media, and counts with four principles. The first one is called “the design principle”. This principle states that the learner is the creator of its own knowledge, and teachers, facilitators. The second is called “ collaborative principle”. This basically is what we see in the modules before. The environment needs to be dynamic. The third principle is the differentiated learning. This states that new media tools such as big data and learning analytics permits students to do different activities in different ways, by adapting activities to suit each learners needs. Finally, as a fourth principle, is the comparability principle. This principle embeds that new media tools permits design assessments that accommodate the different interests, activities and trajectories of each learner. Finally, is important that as teachers, we understand that the world is globalized, and that, makes our classroom reacher and full of possibilities.

¡Thank you so much for the course, University of Illinois!

Peterson, K. (2005). Differentiated Learning: Language and Literacy Projects that address diverse backgrounds and cultures. Canada: Pembroke Publishers. Retrieved from: www.google.com

Grant, P. , Basye, D. (2014). Personalized Learning: A Guide for Engaging Students with Technology . New York: International Society for Technology in Education. Retrieved from: www.google.com

Tomlinson, C. (2001). How to Differentiate Instruction in Mixed-ability Classrooms. Virginia: ASCD. Retrieved from: www.google.com

Kalantzis, M. & Cope, B. (2016). New Media and Productive diversity in learning. In S. Barsch & S. Glustch (Eds.). Diversity in der Lehrerinnenbuildung (pp.310-325). Munster, Germany: Waxxmann

Scalise, K. (2007). Differentiated e-learning: five approaches through instructional technology. International Journal of Learning Technology, 3(2), 169-182.

This author proposes a list to which helps us as teachers to determine if we are making a curriculum diverse and adapted for diversity. I thought it would be helpful to give it a look :)

Spencer-Waterman, S. (2005). Handbook on Differentiated Instruction for Middle & High Schools. New York: Taylor and Francis. Retrieved from: www.google.com