| Teaching for Meaning: Using Concepts, Big Ideas, and other Meaning-based Approaches to Reaching all Learners in a Differentiated Classroom
All classrooms are comprised of students with varied school experiences, degrees of self-confidence, strengths, interests, exceptionalities, and orientations toward learning. The key difference between a differentiated classroom and those that largely use a one-size-fits-all orientation is that teachers in differentiated classrooms are committed to supporting each learner in ways that maximize that student's capacities. In other words, teachers who work consistently to differentiate instruction see supporting more students with higher degrees of success as being both an opportunity and a responsibility. Teaching for meaning, rather than as largely an exercise in remembering and repeating, is powerful in differentiated classrooms because its brain-friendly approach supports a wide spectrum of learners connect with content—that is, helping them see themselves, their cultures, their talents, and their future prospects in what they are learning. Meaning-based teaching and learning also inherently make room for students to draw on varied resources, look more closely at ideas that draw on their interests, express learning in varied ways, and learn to think in more expert-like ways. These approaches to teaching and learning also make learning more durable, accessible, and transferable. This session will unpack ways in which meaning-based learning supports all learners in a classroom in more deeply understanding and thinking about what they learn, even as it supports teachers in making room for learner variance. Participants will explore several approaches to teaching for meaning, including concept-based teaching and, teaching based on the nature of a discipline, product-focused teaching. Participants will:
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: Topic: Teaching for Meaning Presenter: Professor Carol Ann Tomlinson Date: 23 February 2023 Thursday Time: 9.00 am to 12.00 pm Singapore Time GMT+8 Mode of Delivery: via Zoom Closing date: 27 January 2023 Click Here to Register 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 |
| Teaching for Meaning |
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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.