| Some Questions for Leaders & Teachers to Reflect on their Growth and Next Steps in Differentiating Instruction
Differentiation is a way of life in a classroom. It involves a philosophy, central principles, key practices, and attention to all the classroom elements (environment, curriculum, assessment, instruction, and classroom leadership and management. It is not an "I already do that" sort of thing, but rather calls on teachers to continue to refine and extend their capacity to meet the needs of the diverse students they teach. It also calls on leaders to understand the principles & practices of differentiation and to develop a growing understanding of where individual teachers are in the growth with differentiating instruction. In other words, differentiation, correctly understood, is a career-long pursuit for both teachers and leaders. How can teachers think about their development over time in relation to the skills, attitudes, and habits of mind that effective differentiation requires? How can leaders come to understand teacher development with differentiation? How can a teacher determine areas in which his or her growth is on-course and areas that could use extra attention and how can leaders support teachers in taking their own next steps with differentiation? This session will guide both teachers and leaders in considering a series of questions designed to help both groups of educators productively reflect on both teacher growth in and next steps with differentiation. The session will include opportunities for discussions with colleagues and a question/answer session for the whole group. Objectives/Outcomes
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: CAT161123 Topic: Some Questions for Leaders & Teachers to Reflect on their Growth and Next Steps in Differentiating Instruction Presenter: Professor Carol Ann Tomlinson Date: 16 November 2023 Thursday Time: 9.00 am to 12.00 pm Singapore Time GMT+8 Mode of Delivery: via Zoom Closing date: 3 November 2023, Friday Workshop Fee: S$200.00 per participant. For every five paid participants, the sixth participant will attend for free. Fees are subject to GST. 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 cannot attend for whatever reasons. School/Cluster-Based Workshop Registration |
| CAT161123: Some Questions for Leaders & Teachers to Reflect on their Growth and Next Steps in Differentiating Instruction |
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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.