Overview & Objectives:
When we think of “inclusion,” that most often refers to general education classrooms that make provisions to include a few learners with special needs. In those instances, it’s easy for think of the classroom as composed largely of “regular” or “normal” students who are joined by learners who aren’t “regular” or “normal.” At that point, there is often a tension between the teacher’s desire to teach the “normal” curriculum to the “normal” students and his or her need to address the needs of students for whom the “normal” curriculum may not be appropriate. In those contexts, it is easy for an “us” and “them” way of thinking to emerge - a distinction between students who “really belong” in that classroom and those who seem to have been invited in as guests.

What if, instead, we realized that every student in the class has “special needs,” that every student has strengths, weaknesses, interests, highs and lows in life, - that every student needs the teacher in unique ways throughout the course of a school year? What if classrooms were designed to consistently have “whole class” components and components that provide time for students to take their own next steps in learning?

These classes open the way for equity of access to excellent curriculum and instruction for a very broad range of learners. They enable students and teachers to partner in creating environments in which each individual is appreciated for distinct contributions they make to the growth of each other student and to the class as a whole. Everybody classrooms” make it possible for students to take part in the kind of community that most of us would like to see replicated in the world around us.

This webinar series will explore the concept of “everybody classrooms,” their challenges and benefits, the philosophy that undergirds them, the attitudes and practices that make them work, and the rewards - large and small - that result for all members of those classrooms.
Agenda:
This four-session webinar series will address the following topics:

Session 1
  • Principles and practices that support “Everybody Classrooms”
  • A range of benefits for all members of “Everybody Classrooms”
  • The challenges of “Everybody Classrooms”

Session 2
  • The melding of differentiation and inclusion in “Everybody Classrooms”
  • Looking inside some “Everybody Classrooms”

Session 3
  • Key similarities in best practices recommended for general education learners and special education learners
  • Thinking about “degrees of difference” in learner needs in “Everybody Classrooms”

Session 4
  • Talking with students and parents about “Everybody Classrooms.”
  • Planning classroom rhythms and routines to address whole class and individual Needs.
  • Supporting teacher development for leading “Everybody Classrooms”
  • Getting started with “Everybody Classrooms” at the school and classroom level
Potential Audience:
K-12 educators Special needs educators and university teachers, curriculum supervisors, teacher leaders, and teacher trainers.
CAROL ANN TOMLINSON
Carol Ann Tomlinson is William Clay Parrish, Jr. Professor and Chair of Educational Leadership, Foundations, and Policy at the University of Virginia's Curry School of Education where she is also Co-Director of the University's Institutes on Academic Diversity. Prior to joining the faculty at UVa, she was a teacher for 21 years. During that time, she taught students in high school, preschool, and middle school and also administered programs for struggling and advanced learners. She was Virginia's Teacher of the Year in 1974.

Carol is author of over 250 books, book chapters, articles, and other educational materials including: How to Differentiate Instruction in Mixed Ability Classrooms, The Differentiated Classroom: Responding to the Needs of All Learners, Fulfilling the Promise of the Differentiated Classroom, (with Jay McTighe) Differentiating Instruction and Understanding by Design, (with Kay Brimijoin and Lane Narvaez)The Differentiated School, (with Marcia Imbeau) Leading and Managing a Differentiated Classroom, and (with David Sousa) Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom. Her books on differentiation are available in 13 languages.

Carol was named Outstanding Professor at Curry in 2004 and received an All-University Teaching Award in 2008. In 2019 she was #8 on in the Education WeekEdu-Scholar Public Presence Rankings of university-based academics who are contributing most substantially to public debates about schools and schooling. In that same list, she was ranked #3 most influential voices in Teacher Education, Curriculum, and Instruction. Carol works throughout the United States and internationally with educators who seek to create classrooms that are more effective with academically diverse student populations.
 
DATES & TIMES:

15th, 22nd February & 1st, 8th March 2022

Each session is for 2 Hours

EST 7:00 am | London 12:00 pm | Zurich 1:00 pm | Dubai 4:00 pm | India 5:30 pm | Hong Kong 8:00 pm
Melbourne 11:00 pm

Please click here to check your time for the workshop
INVESTMENT
USD 400 Per Participant
USD 350 Per Participant for a Group of 4
INCLUDES: Certificate of Participation for 10 Professional Development hours.
 
Upcoming Workshops
Differentiating Instruction: An Online Hand's-On Workshop
- By Carol Ann Tomlinson
8th, 15th, 22nd, 29th January 2022
Differentiation and the Brain: How Neuroscience Supports
a Learner-Friendly Classroom
- By Dr. David A. Sousa & Carol Ann Tomlinson
5th, 12th, 26th March & 2nd April 2022
Inquiry in the Science Classroom
- By Paul Andersen
5th March 2022
Emails:
www.chaptersinternational.com
+91-9818362535