| What to do when Students Enter a Lesson at Different Points of Readiness
Summative assessments typically take place at key transition points in a unit of study, at the end of a unit or inquiry, and at the end of a grading period, semester, and academic year. Their purpose is to measure student achievement against pre-established criteria for success. Summative assessments can take the form of right-answer, short-answer, or discussion formats—and should often take the form of a performance assessment. Summative assessments, unlike formative ones, are meant to be "judged" and graded. What does summative assessment look like in a differentiated classroom? How do teachers in differentiated classrooms think about and plan for summative assessments? What elements of summative assessment can be differentiated, and which ones should not be differentiated? This session will explore these questions as well as ones raised by participants.
Carol is the author of over 300 books, book chapters, articles, and other educational materials including: How to Differentiate Instruction in Academically Diverse Classrooms (3rd Ed.), The Differentiated Classroom: Responding to the Needs of All Learners (2nd Ed.), 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, (with David Sousa) Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom (2nd Ed.), (with Tonya Moon) Assessment in a Differentiated Classroom: A Guide for Student Success, and (with Mike Murphy) Leading for Differentiation: Growing Teachers who Grow kids. Her books on differentiation are available in 14 languages. Carol was named Outstanding Professor at Curry in 2004 and received an All-University Teaching Award in 2008. In 2019, she was ranked #8 in the Education Week Edu-Scholar Public Presence Rankings of 200 "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.
Registration Details Course Code: CAT161122 Topic: What to do when Students Enter a Lesson at Different Points of Readiness Presenter: Professor Carol Ann Tomlinson Date: 16 November 2022 Wednesday Time: 9.00 am to 12.00 pm Singapore Time GMT+8 Mode of Delivery: via Zoom Closing date: 4 November 2022 Friday Workshop Fee: S$60.00 per participant. If 2 or more participants from the same school/organization attend the same webinar, the discounted fee will be S$50.00 per participant for that particular webinar. Fees are subject to GST and include all training materials. Other Information: Registration is on a first-come-first-serve basis. No refunds will be made for cancellations or in the case of absentees. The Academy accepts replacements for registered participants who are unable to attend for whatever reasons. School/Cluster-Based Workshop Registration |
| CAT161122: What to do when Students Enter a Lesson at Different Points of Readiness |
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Carol Ann Tomlinson is William Clay Parrish, Jr. Professor Emeritus at the University of Virginia's Curry School of Education where she served as Chair of Educational Leadership, Foundations, and Policy, and 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 also a member of the Singapore Principals Academy's International Advisory Panel.