Today’s educators are faced with the pressures of addressing an ever-increasing body of content knowledge while also cultivating transdisciplinary, 21st Century Skills and integrating technology. At the same time, students in today’s classrooms are typically more diverse than ever before. Their teachers try to figure out how to support maximum growth and success for those learners whose entry points into the curriculum, interests, dreams, cultures, languages, strengths, and needs vary widely—while making sure classes are relevant, engaging, and challenging for every learner.

Internationally respected educators, Carol Tomlinson and Jay McTighe, will lead this webinar series to explore ideas from their best-selling book, Connecting Content and Kids (ASCD). This series will focus on the interrelated needs of in rich and authentic ways while remaining responsive to the diversity of learners we teach. They will examine the mutually supportive connections between the widely-used Understanding by Design® curriculum framework and the impactful practices of Differentiated Instruction as they address key questions of the profession:
  • What kinds of learning environments act as catalysts for learning for all sorts of students?
  • How can we create classrooms that balance flexibility and stability so there is consistent opportunity to work with both “the STUDENTS” and “THE student”?
  • How can we address required content standards yet remain responsive to the differences and varied needs of our students?
  • How does the “backward design” approach to curriculum planning inform differentiation (and vice-versa)?
  • How will we know that students really understand important ideas and processes we teach?
  • How might we differentiate student assessments and still obtain valid measures of learning?
  • Through what practical and proven instructional practices can we support all learners?
  • Can we maintain standards without standardization?
  • How might a grading and reporting system communicate standards-based achievement honestly and fairly?
  • How might we "work smarter" in curriculum design?
Topics in this series include:
  1. The critical role of learning environment in student learning success
  2. The logic of "backward design" of curriculum
  3. How "backward design" informs differentiation and vice versa
  4. Unpacking content to identify"big ideas" and essential questions
  5. Developing performances of understanding using GRASPS
  6. Pre- (diagnostic) and on-going (formative) classroom assessment strategies
  7. Instructional strategies for addressing differences in learners’ readiness levels, interests, and learning references in the context of a quality curriculum
  8. Leading students and managing a differentiated classroom
  9. Criteria for analyzing the quality of curriculum and quality of differentiation
  10. The 3 P’s of grading and reporting
  11. Ideas for further connecting DI and UbD in classrooms, schools and districts
  12. Websites and apps for "working smarter"
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.
Jay McTighe brings a wealth of experience developed during a rich and varied career in education. He served as director of the Maryland Assessment Consortium, a state collaboration of school districts working together to develop and share formative performance assessments. Prior to this position, Jay was involved with school improvement projects at the Maryland State Department of Education where he helped lead Maryland’s standards-based reforms, including the development of performance-based state-wide assessments.

4th, 5th, 11th, 12th, 18th September 2021

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 9:00 pm

Please click here to check your time for the workshop
USD 500 Per Participant
INCLUDES: Certificate of Participation for 12 Professional Development Hours
Upcoming Workshops
Formative Assessment in a Differentiated Classroom: An Online Workshop
- By Carol Ann Tomlinson
5th, 12th, 19th, 26th October 2021
Creating an Understanding- Based Curriculum & Assessment
System for 21st Century Learning
- By Jay Mctighe
28th October, 4th, 11th November 2021
How to Streamline Curriculum Units and Lessons to Engage Your Learners
- By Dr. Heidi Hayes Jacobs
2nd, 9th, 16th, 23rd November 2021