Diffit Basics
What is the primary purpose of Diffit?
Helps educators create and differentiate instructional resources.
Name one type of resource Diffit can generate for teachers.
Reading passage, vocabulary activity, questions, summary, etc.
What should remain intact even when content is differentiated?
Grade-level rigor and the intended learning goal.
How much student data does Diffit report collecting?
None. Diffit states that it does not collect student data.
During a walkthrough, the teacher is working hard, but several students still cannot access the learning. What should the leader examine?
Whether students are receiving appropriate access and instructional support.
Name two ways a teacher can provide content to Diffit.
Examples include entering a topic, text, URL, or other supported source/content.
Besides a reading passage, name two student activities Diffit can create.
Yes!
A student with an IEP cannot independently access a grade-level text. Name one support that could increase access.
Text adaptation, chunking, vocabulary support, comprehension scaffolds, or another appropriate accommodation/support.
What teacher information does Diffit collect to provide its service?
Teacher names, email addresses, and IP addresses for providing the service.
Complete the leadership triangle:
TIME + ACCESS + ______
RIGOR
How can Diffit help address one of educators' biggest barriers to differentiation?
It can reduce the time required to create and adapt instructional resources.
A teacher finds an online article they want to use tomorrow. How could they use Diffit to turn it into a classroom-ready resource?
Provide the article/URL to Diffit, select the appropriate grade/reading level and resources, generate the materials, review/edit them, and then use/export them for instruction.
A 5th-grade teacher has students reading at several different levels. Describe how the teacher could use Diffit to differentiate the lesson.
Generate/adapt resources at appropriate reading levels while keeping students focused on the same essential content or objective.
Why should teachers avoid entering personally identifiable or confidential student information into AI tools?
To protect student privacy and comply with school/district data-security expectations.
Teachers have access to AI, but implementation is inconsistent. Name two actions a school leader could take.
Professional learning, coaching, clear AI expectations/guardrails, collaborative planning, implementation monitoring, privacy guidance, or instructional feedback.