Chapterinternational
 
Understanding and Designing Quality Differentiation:
A Three-day Institute
By Carol Ann Tomlinson

August 2018, Perth
 
Overview:
This intensive three-day institute is designed to help teachers and other educators continue to develop the knowledge, understanding, and skill necessary to work competently and confidently in classrooms whose students have a range of learning needs--including, but not limited to, English learners, students with learning disabilities, reading difficulties, attention problems, cognitive challenges, and emotional needs, as well as students who are advanced as learners. During each of the three morning sessions, participants will explore some of the key components of effective differentiation (learning environment, curriculum, formative assessment, responsive instruction, and classroom leadership/management, as well as instructional strategies that effectively support differentiation. We'll use readings, video and lesson plan analysis, hands-on activities, and both whole group and small group conversation as modes of inquiry. Each afternoon, participants will have guided opportunities from institute faculty to develop a differentiated lesson for their own classrooms or to explore a topic of interest proposed by the participants. A key aim of the institute is for participants to deepen understanding of the principles and practices of differentiation and to return to their classrooms with one or more ready-to-use differentiated lessons.
Objectives:

Participants will:

Deepen understanding of a framework for planning effective differentiation, including the roles of learning environment, curriculum, assessment, instruction, and classroom leadership/management, Use that framework to analyze examples of differentiation from varied grade levels and subjects, Review and analyze examples of both low prep and high prep strategies that can be effective for addressing student variance in readiness, interest, and learning profile, Apply key principles and strategies through guided creation of differentiated instructional plans.
Agenda for 3-day Institute:
   

Day 1 Morning
 
  • Organizing for differentiation
  • The role of learning environment in differentiation and student success
  • Some low prep and high prep strategies for differentiating instruction
  Day 1 Afternoon
 
Workshop: A small group jigsaw on two key instructional strategies with guided time to create a differentiation lesson

   

Day 2 Morning
 
  • The role of curriculum in differentiation and student success
  • Using formative assessment to guide teaching and learning
  • Some low prep and high prep strategies for differentiating instruction
  Day 2 Afternoon
 
Workshop: A small group jigsaw on two additional key instructional strategies with guided time to create a second
      differentiation lesson, or continued work on a lesson from the previous afternoon's workshop

   

Day 3 Morning
 
  • Differentiating instruction in response to student readiness, interest, and approach to learning
  • Addressing learning needs of specific groups of learners
  • Some low prep and high prep strategies for differentiating instruction
  Day 3 Afternoon
 
Workshop: Continued work on lessons from the previous afternoons' workshops, or mini-workshops on topics of interest to
       participants

Potential Audience:
K-12 teachers, instructional specialists, school leaders, university instructors of preservice and in-service educators.
Trainer’s Profile:
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 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 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.
Investment:
 
  AUD 950/- Closing date 1st March 2018
 
 

AUD 850/- Early Bird Offer 25th December 2017

Venue:
  Perth
Timings:
  Timings 9.00 am to 4.00 pm
Registration at 8.00 am on the August, 2018
Contact:
  Shonal Agarwal
CEO
Website: shonal@chaptersinternational.com
chaptersinternational@gmail.com

Website: www.chaptersinternational.com
 
register now
 
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