This four-part webinar series explores how findings from research in educational neuroscience reinforce the basic principles and practices of differentiated instruction. This exciting research continues to reveal how the variance in cognitive, social, and emotional development makes each student’s brain unique. It also provides insights that can help educators decide what type of learning environment and which curricular, assessment, and instructional decisions are more likely to result in successful learning for academically and culturally diverse students. Each session will provide examples and scenarios that illustrate how neuroscientific findings translate into learner-friendly environments, curricula, assessment, instruction, and classroom leadership and management. The sessions will also explore ways in which teachers can implement differentiation in a stepwise manner that will build their competence and confidence with differentiation so that the transition feels less daunting.
Participants will:
  • Analyze a model for establishing and guiding a differentiated, brain-friendly classroom,
  • Reflect on and propose plans to implement a classroom environment that actively supports learning,
  • Identify characteristics of high quality, brain-friendly curriculum,
  • Identify and plan for assessment practices for assessment that informs teaching and learning,
  • Examine the role of student readiness, interest, variety, and student voice and choice in learning.
Topics by Week:

Week 1: Guidance from Neuroscience for Framing Invitational Learning Environments

Week 2: Guidance from Neuroscience on Creating Curriculum that Supports Sense & Meaning

Week 3: Guidance from Neuroscience on Using Assessment to Improve Teaching & Learning

Week 4: Guidance from Neuroscience in Planning Instruction that Motivates Learning and Makes it Stick
Dr. David A. Sousa
Dr. David A. Sousa is an international consultant in educational neuroscience and author of 16 books that suggest ways that educators and parents can translate current brain research into strategies for improving learning. A member of the Cognitive Neuroscience Society, he has conducted workshops in hundreds of school districts on brain research, instructional skills, and science education at the Pre-K to 12 and university levels. He has made presentations to more than 200,000 educators at national conventions of educational organizations and to regional and local school districts across the U.S., Canada, Europe, Australia, New Zealand, and Asia.

His teaching experience covers all levels. He has taught senior high school science, served as a K-12 director of science, a supervisor of instruction, and a district superintendent in New Jersey schools. He was an adjunct professor of education at Seton Hall University for 10 years and a visiting lecturer at Rutgers University.

Prior to his career in New Jersey, Dr. Sousa taught at the American School of Paris (France), and served for five years as a Foreign Service Officer and science advisor at the USA diplomatic missions in Geneva (Switzerland) and Vienna (Austria).
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 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.

5th, 12th, 26th March & 2nd April 2022

Each session is for 2 hours.

5th & 12th March 2022
New York 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

26th March 2022
New York 8:00 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

2nd April 2022
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
USD 350 Per Participant for a Group of 6
INCLUDES: Certificate of Participation for 10 Professional Development hours.
Upcoming Workshops
Assessments that IMPROVE Learning: Dispelling Myths About Formative and Summative Assessments
- By Thomas Guskey
5th & 12th April 2022
Designing Interdisciplinary and Phenomena-Based Curriculum: Capturing
Right-Now Learning
- By Dr. Heidi Hayes Jacobs
6th & 13th April 2022
Connecting Content and Kids: Understanding by Design
and Differentiated Instruction
- By Carol Ann Tomlinson & Jay McTighe
20th, 27th April & 4th, 11th, 18th May 2022