D.I. Asia Summit 2018 - Dr Carol Ann Tomlinson
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Carol Ann TomlinsonCarol Ann Tomlinson, Ed.D., 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 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’s Teacher of the Year in 1974. Carol is author of over 300 books, book chapters, articles, and other educational materials. She was named Outstanding Professor at Curry in 2004 and received an All-University Teaching Award in 2008. In 2016, she was ranked #16 in the Education Week Edu-Scholar Public Presence Rankings for “University-based academics who are contributing most substantially to public debates about schools and schooling,” and as the #3 voice in Educational Psychology. She works throughout the United States and internationally with educators who seek to create classrooms that are more effective with academically diverse student populations. 

Keynote 1
Differentiating Instruction: Why, and Why Now?

Differentiation is a familiar concept advocated by most school leaders, and often included in criteria that define successful teaching. Yet many teachers practice differentiation at only a surface level, if at all, noting that the practice is difficult. If differentiation is both important and challenging, it's wise to understand the case for asking teachers to accept the challenge—and supporting them as they do so. This keynote will focus on why differentiation, understood and implemented correctly, is essential in contemporary schools, and how it can help educators address some of the defining educational issues of our time.


Spotlight Session

Differentiation Grows Up: A Look inside Some Differentiated Classrooms

Differentiation shouldn't be thought of as—you do it or you don't. In fact, differentiation should evolve in depth and sophistication as a teacher evolves in understanding of teaching in general, of student differences, and the possibilities of meaningful differentiation. We'll take a look at video clips as well as before-and-after examples of teacher plans to examine how teacher thinking and implementation of differentiation can and should mature over time. The experience should help teachers both assess their own development with differentiation and project their next steps in growth.