Differentiated Instruction is an approach planning instruction that takes into account both content requirements and the needs of varied learners in a classroom. Its principles are drawn from research related to the role of student affect in motivation to learn, the nature of curriculum that leads to understanding, assessment that supports learning, and teaching in response to students varied readiness levels, interests, and preferred modes of learning. Many of the classroom practices of differentiation stem from special education, gifted education, education of second language learners, reading, and research on the brain.

Attending to student readiness is important for continuous academic growth. Students do not progress when work is consistently too hard or too easy for them. Rather, a student learns best when tasks are a little too hard for that student and there is a support system to aid the student in succeeding at the new level of difficulty. Attending to student interest is important in tapping motivation to learn. Indications are that most students work harder and longer on work that aligns with their particular interests. Attending to student learning profile is important for efficiency of learning. When students can learn in preferred modes, they tend to learn more quickly and what they learn is more durable. Therefore, differentiation advocates teachers developing skills and practices that enable them to respond to student variance in readiness, interest, and learning profile.

Key principles of differentiation include: differentiating meaning-rich, high level curriculum with clear goals, using on-going assessment to inform instruction, ensuring that all students work with respectful tasks, designing work that stretches each student, and building a positive learning environment that increasingly supports students' independence as learners. In differentiated classrooms, teachers work to balance the needs of individuals with the needs of the group, and the demands of individuals with the demands of curriculum. The goal of differentiation is maximum student academic development.
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 2012 she was #27 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 in the top five 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.
Canadian International School of Beijing
38 Liangmaqiao Lu, Chaoyang District
Beijing, 100125, P.R. China

Hotel details:
Attached are the links of hotels near to the venue, all our 10 minutes walk from the venue.
  1. Guanming: http://www.guangming-hotel.com.cn/home.html

  2. Kempinski: https://www.kempinski.com/en/beijing/hotel-lufthansa-center/

  3. Westin: http://www.starwoodhotels.com/westin/property/overview/index.htmlpropertyID=1967&language=en_US&localeCode=en_US

  4. Sheraton: http://www.sheratoncchotel.com/

8.30 am to 3.30 pm
Registration at 8.00 am
on the 12th of January 2019.
USD 750 Closing Date 1st January 2019
INCLUDES: Certificate of Participation for 16 Professional Development hours, Lunch and 2 coffee breaks.
Upcoming Workshops
Teaching and Learning Through Inquiry
- By Kath Murdoch
19th - 20th January 2019
Infuse Reading Workshop with the Spirit of Inquiry
- By Kathy Collins
19th - 20th January 2019
Chapters International Celebrates their 10th Year
- By Yong Zhao
16th March, 2019
Hong Kong