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| Overview: | |||||||||
| A hallmark of today's classrooms is the diversity of learners gathered together in one place. Students typically differ in culture, language, entry points into varied curricula, interests, adult support systems, enthusiasm for learning, self-confidence, and a host of other attributes. Nonetheless, we still tend to plan for and teach those classes in a one-size-fits-all fashion. Change is seldom easy regardless of context. Certainly, it's challenging in classrooms in which teachers make hundreds of decisions an hour and where the variety of learners who need the teachers in different ways complicates the change they need. This workshop will examine differentiation as a "way of thinking about teaching," "a way of being in the classroom." While we will explore both low prep and high prep instructional strategies that support differentiation, we will also look at a myriad of actions teachers can take in their classrooms that make them for more user-friendly for diverse student populations-and far more effective. In addition to analyzing videos of differentiated classrooms and discussions of teacher lesson designs, participants will have the option of spending some time applying ideas to their classroom plans. | |||||||||
| AS A RESULT OF THE SESSIONS, PARTICIPANTS SHOULD: | |||||||||
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| AGENDA: | |||||||||
| Morning Sessions will focus on the exploration of the "big ideas" of differentiation and varied ways in which teachers implement those ideas in practice. Afternoon Sessions will provide the participant with options to plan for the transfer of ideas from the morning sessions to their own classrooms or support roles, or to continue examining ways in which other teachers envision and practice differentiation. |
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| Potiential 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. |
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| Venue: Hong Kong 8.30 am to 3.30 pm Registration at 8.00 am on the 6th November 2020. |
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| Upcoming Workshops | |||||||||
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