An increasing number of teachers and schools are moving away from test-driven and teacher-centered approaches to instruction, seeking instead to create classrooms in which decisions are made based on learner strengths, interests, and needs rather than on strict “coverage” mandates and pacing guides and in which the aim is to maximize the academic/intellectual, affective, and social development of each learner. Understood correctly, learner-centered classrooms yields abundant benefits for students and teachers alike This webinar will propose that learner-centered means (1) creating learning environments that are inviting to each learner (that is, safe, welcoming, respectful, dignifying, challenging and supportive), (2) using curriculum that is built on clear knowledge, understanding, and skills goals, planned for high relevance to student experiences, interests, and cultures, and students as thinkers, meaning-makers, and problem solvers, (3) consistently using formative assessment practices to understand student development and to guide both students and teachers in working more successfully, (4) designing and implementing instruction that actively engages learners, regularly employs collaboration, establishes high expectations for the quality of student work, and provides high support for students as they work toward those expectations, and (5) creating classroom routines that balance stability and flexibility and that establish student-teacher partnerships in making all aspects of the classroom work as effectively as possible for each member of the class.

Learner-centeredness understood in this way offers equity of access to excellent learning opportunities to a very broad range of cultures, races, economic backgrounds, talents, and aspirations. Learner-centeredness can and should characterize a wide range of instructional models including, but not limited to inquiry-based learning, problem-based learning, personalization, workshop-based approaches, community-based models, and even in direct-instruction that balances teacher and student contributions to learning.
Session 1 - What it Learner-centredness means; How learning environment lays the foundation for dignifying each learner

Session 2 - Characteristics of curriculum that extends students academic/intellectual reach

Session 3 - How formative assessment supports learner agency and informs both teacher and student growth

Session 4 - Instruction in learner-centered classrooms: What the "BEST" teachers do to place the learner in the center of decision-making
Potential Audience:
K-12 teachers, university instructors, principals, curriculum coordinators, classroom coaches, professional development coordinators, English language coordinators, special education coordinators, reading specialists, coordinators of services for students identified as gifted, and other school personnel who support teachers in working successfully to teach in response to the varied needs and strengths of learners in their care.
Carol Ann Tomlinson is William Clay Parrish, Jr. Professor Emeritus at the University of Virginia Curry School of Education and Human Development where she served as a Program Coordinator, Department Chair, and as Co-Director of the University Institutes on Academic Diversity. Prior to joining the faculty at UVa, she was a public-school 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 Teacher of the Year in 1974.

Carol was named Outstanding Professor at Curry in 2004 and received an All-University Teaching Award in 2008. In 2019 she was #12 on in the Education Week Edu-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 #4 in the most influential voices in 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.

5th, 12th, 19th & 26th October 2023

Each Session is for 2 hours

New York 7:00 am | London 12:00 pm | Zurich 1:00 pm | Dubai 3:00 pm | India 4:30 pm | Hong Kong 7:00 pm
Melbourne 10:00 pm

Please click here to check your time for the workshop
USD 400 Per Participant
INCLUDES: Certificate of Participation for 10 Professional Development hours.
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Formative Assessment In A Differentiated Classroom: An Online Workshop
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of Multilingual Learners: Collaborating, Consulting, & Coaching
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