In classrooms around the world, teachers are keenly aware of their students’ differences in language, culture, entry points into a curriculum, interests, exceptionalities, adult supports, and dreams. Those same teachers are aware that the differences they see significantly impact student learning success. Still, many, if not most, teachers continue to plan and implement instructional plans as though all of their students are fundamentally the same. Developing comfort and competence with how to address student variance may well be the most significant skill set and mind-shift a teacher can develop on behalf of their students’ growth and their own professional success. This Institute brings together two experts on differentiation—both of whom have extensive classroom experience and experience in helping teachers understand and address both the challenges and opportunities of differentiation.

The institute encompasses two three-hour sessions each week for three weeks. Questions we’ll address in the six sessions are as follows:
7th July 2021 - Session 1:
  • What is Differentiation—Really?
  • What are common misconceptions about differentiation?
  • What does differentiation ask us to do as teachers?
  • What does that call on us to change?
  • Why are those things worth the time and effort they require?
9th July 2021 - Session 2:
  • How do we build a classroom environment that supports success for each learner?
  • What does it mean to build teacher-student connections?
  • What does it mean to build student-student connections?
  • How do we create classroom routines that allow us to attend to both the needs of individual students and the needs of the class?
14th July 2021 - Session 3:
  • How can we truly engage students in learning and promote deep understanding of content for the full range of our learners?
  • How can we contend with the pressure to cover curriculum for a test and still serve our students well?
  • What is the connection between content relevancy and student engagement?
  • What does it look like in the classrooms of teachers who work for student engagement and understanding?
  • How can we incorporate student voice in designing authentic learning opportunities?
16th July 2021 - Session 4:
  • How can formative assessment contribute to the success of our students—and to our success as teachers?
  • What are the characteristics of quality formative assessment?
  • What does it mean for formative assessment to be a way of thinking about teaching and learning?
  • What are some strategies that are useful in understanding students’ learning paths?
  • How can we make instructional plans based on formative assessment information?
  • How can we use formative assessment to help our students develop agency as learners?
21st July 2021 - Session 5:
  • What are some instructional approaches that help teachers and students get started with differentiation—and continue to develop in their practice of differentiation?
  • What are some low-prep strategies we can use as we begin to differentiate more purposefully—and as we continue to grow?
  • What are some higher-prep strategies that can be useful in addressing students’ varied learning needs in terms of readiness, interest, and approaches to learning?
23rd July 2021 - Session 6:
  • How might our instructional approaches become more robust as we develop comfort and competence with differentiation?
  • What benchmarks or indicators can guide our growth in differentiation?
  • How should we see our students and student outcomes changing as we grow in our practice of differentiation?
  • What might instruction in our classrooms look like as we progress in skill and comfort with differentiation?
  • How can we most effectively understand and report student grades in a differentiated classroom?
 
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 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.
Lisa Westman
Lisa Westman is an author, speaker, and consultant who regularly works with school systems internationally to provide professional learning on student-driven differentiation, empathy as the foundation of our instructional practices, standards-based learning, and implementing instructional coaching programs. Before becoming a consultant, Lisa taught 6th, 7th, and 8th-grade (gifted humanities, English language arts, social studies) and was an instructional coach specializing in differentiation in Skokie, IL.

Her publications include Student-Driven Differentiation: 8 Steps to Harmonize Learning in the Classroom (Corwin Press, 2018), Teaching with Empathy: How to Transform Your Practice by Understanding Your Learners (ASCD, expected August 2021) and frequent contributions to Education Update (ASCD), Education Week, Education Week Teacher, and Edutopia.

Lisa is married to an educator, is the parent of a sixth-grader, a ninth-grader, an 8-year old Pomeranian Rat Terrier, and an 18-month old Border Collie. She enjoys the Bar Method, loves music and the City of Chicago!
 
DATES & TIMES:

12th, 19th, 26th January & 2nd, 9th, 16th February 2022

EST 6:00 am | London 11:00 am | Zurich 12:00 pm | Dubai 3:00 pm | India 4:30 pm | Hong Kong 7:00 pm

Please click here to check your time for the workshop
INVESTMENT
 
USD 700 Per Participant
USD 650 Per Participant for a Group of 6 - 14
USD 600 Per Participant for a Group of 15 or more
 
INCLUDES: Certificate of Participation for 20 Professional Development hours.
Upcoming Workshops
Inquiry in the Science Classroom
- By Paul Andersen
25th September 2021
The Power of Making Thinking Visible Online Workshop
- By Ron Ritchhart & Mark Church
2nd, 9th, 16th, 23rd October 2021
Story Workshop: Engaging Play and The Arts for Meaning-Making
- By Susan Harris Mackay & Matt Karlsen
19th, 26th October & 2nd, 9th November 2021
Emails:
www.chaptersinternational.com
+91-9818362535