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| Overview: | |||||||||
| The goal of the four-session workshop is to guide teachers in planning differentiated instruction in their classes for a unit in progress or a unit that will be coming up shortly. The three-part framework for each two-hour session will be the same: What? Why? How? In the “What” segment, we’ll examine and have conversations around examples of a particular strategy or approach to addressing varied student needs. In the “Why” section, we’ll look at why the teacher might have chosen a particular strategy to support students’ growth. In the “How” section, we’ll examine ways in which teachers can plan, introduce, present, and reflect on the strategies in their classrooms as they grow along with their students. |
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| Agenda: | |||||||||
| Session 1 - Addressing students’ varied entry points into a lesson or topic Session 2 - Drawing on and extending students’ varied interests Session 3 - Using and learning from formative assessment Session 4 - Leading a differentiated classroom At the close of each session, participants will receive an assignment that will draw on the topics explored during that day’s session and designed to guide them in developing or revising a segment of learning for their own students. Teachers can work on the weekly assignment alone, with one or two colleagues, or in grade-level or content teams and will be able to contact the presenter with questions or for feedback during the week between sessions. The assignments will be differentiated and will include a strategy explored during the session. We’ll begin sessions 2, 3, and 4 with some participant questions related to their work in the time between sessions. |
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| Potential Audience: | |||||||||
| K-12 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. |
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| DATES & TIMES: 4th, 11th, 18th, 25th May 2021 EST 7:00 am | London 12:00 pm | Zurich 1:00 pm | Dubai 3:00 pm | India 4:30 pm | Hong Kong 7:00 pm Each session is for 2 Hours |
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