Teachers may give lectures or create videos to provide information to students, and the speed of information delivery affects the cognitive load of students. We read a study of video playback speed and support materials that shows speeding up the videos may not be particularly harmful to their usefulness, and that other supportive elements are more important to consider.

Later, we read a study of UDL practices and differentiation that shows formative assessment, adaptive grouping, and growth mindset all have distinct impacts on instructional differentiation.

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