AI-Powered Differentiation: Using Gemini for UDL, NotebookLM, and Gems
AI-Powered Differentiation: Using Gemini for UDL, NotebookLM, and Gems
Gemini for UDL and Differentiatoin
Day One
This four-hour workshop builds on AI literacy foundations and puts Gemini straight to work. Through intentional prompting processes, we will delve into leveling texts in minutes, generating alternative representations of content, and differentiating assignments to meet the full range of learners in today’s classrooms.
We will pair AI with Universal Design for Learning (UDL) principles as well as scaffolding and differentiation frameworks such as Bloom's Taxonomy, Gradual Release of Responsibility, Depth of Knowledge (DOK), Choice Boards, and Content, Process, and Product.
Moving from abstract theory to use cases, we will engage in hands-on prompting and real-time content creation. Participants will leave with an AI toolbox to bring them into the new school year ready to meet the needs of all learners right away.
Date: Tuesday, August 18, 2026
Time: 9:00am - 1:00pm
Location: Virtual via Zoom
PDPs: 4 Professional Development Points
Facilitator: Kim Zajac
Gemini for NotebookLM and Gems
Day Two
Day two's four-hour session is designed to provide a pathway for personalized AI workflow that reallocates time spent on preparation back to where it matters most — with learners.
We will unveil NotebookLM’s power play that allows educators to load multiple sources — articles at varying complexity levels, video transcripts, curriculum documents, student-facing materials — and interrogate, synthesize, and organize them through a UDL lens, surfacing multiple entry points into content and supporting genuine differentiation across learner profiles.
Attendees will learn how to design Gems to differentiate context-aware output from the very first prompt, every time, making consistent UDL implementation far more achievable across the full demands of a school day.
Date: Thursday, August 20, 2026
Time: 9:00am - 1:00pm
Location: Virtual via Zoom
PDPs: 4 Professional Development Points
Facilitator: Kim Zajac
Rubric Alignment
I-A. Curriculum and Planning
I-B. Assessment
II-A. Instruction
II-C. Cultural Proficiency
II-D. Expectations
IV-B. Professional Growth
IV-C. Collaboration
Sample Professional Practice SMART(ER) Goals
By June 2027, I will strengthen differentiated instructional practices by implementing at least three AI-supported strategies learned through professional development focused on Universal Design for Learning (UDL), scaffolding, and personalized learning. I will incorporate differentiated materials, multiple representations of content, and flexible assessment opportunities into classroom instruction, as evidenced by lesson plans, student work samples, classroom observations, and reflective practice documentation.
By the end of the 2026–2027 school year, I will improve equitable access to grade-level curriculum by applying AI-supported instructional planning tools and UDL frameworks to create differentiated learning experiences for diverse learners. I will implement scaffolded supports and multiple pathways for engagement and expression in weekly instruction, as evidenced by instructional artifacts, student engagement data, formative assessments, and administrator feedback.
By June 2027, I will strengthen inclusive instructional practices by using AI tools to develop differentiated materials, leveled texts, and alternative representations of content aligned to student learning profiles and IEP needs. I will regularly integrate UDL principles and scaffolded instructional strategies into lesson planning and instruction, as evidenced by lesson artifacts, student progress monitoring data, and collaborative team reflections.
By June 2027, I will enhance instructional efficiency and differentiated learning opportunities by developing personalized AI workflows that support curriculum planning, content adaptation, and student engagement. I will implement at least two AI-supported systems for instructional preparation and differentiated resource creation, resulting in increased instructional responsiveness and improved student access to content, as evidenced by planning artifacts, student feedback, and professional reflections.
Report abuse