Workshop Aim

This two-day session has two key aims:

  1. Reviewing key principles and practices of effective differentiation, and

  2. Providing guided workshops in which participants will have the opportunity to plan for their own classrooms lessons with instructional strategies that incorporate those principles.

The workshop will be differentiated so that participants can select workshops with approaches that will be most helpful to their academically diverse learners.  

Knowledge

In review sessions, we’ll review the five key principles of quality differentiation

  • Learning environment,

  • Powerful curriculum,

  • Formative assessment,

  • Responsive instruction, and

  • Classroom leadership and management.  

 

The goal will be exploring each element through classroom videos and lesson examples so that participants have clear targets for application workshops which follow the review sessions.  

Skills

Skills participants acquire will vary depending on workshop options they select.  However, each participant will learn to translate one or more aspects of differentiation into classroom action, for example:

  • Designing pre- or formative assessments that align with learning goals

  • Instructional planning based on formative assessment results,

  • Differentiating student work based on readiness, interest, and/or learning profile,

  • Creating work that challenges advanced learners,

  • Supporting growth of English learners.

 

Practice

In workshop sessions, participants can elect to work with:

  • Enhancing curriculum 

  • Developing formative assessments to accompany instructional units 

  • Developing differentiated instructional strategies such as tiered lesson

  • Tri-Mind

  • Sidebar studies

  • RAFTs

  • Learning contracts and/or

  • Other goals of their choosing

 

All workshop sessions will be guided and scaffolded by institute presenters (Dr. Marcia Imbeau and Sandra Page will assist Dr. Tomlinson).

Agenda

Day 1

Session 1 

  • Quick overview of a model for differentiation

  • Characteristics of powerful curriculum

  • Characteristics of quality formative assessment

Session 2

  • A few low prep instructional strategies

  • Teaching Up

  • Two higher prep strategies (Learning Contracts, Tiering)

Sessions 3 & 4

Practice -  Workshop sessions (see 'Practice' section above)

Day 2

Session 1  

  • Responding to student readiness, interest, and learning profile

  • A few more low prep strategies

  • Three more higher prep strategies (RAFTs, Sidebar Studies, Tri-Mind)

Session 2

  • Planning for both individual needs and whole class needs

  • Thinking about needs of populations of learners (English learners, advanced learners, students with significant learning challenges)

  • Respectful tasks 

Sessions 3 & 4

Practice -  Workshop sessions (see 'Practice' section above)

 

Target Audience

  • K-12 teachers

  • School leaders

  • Specialists (Language, Special Education, Gifted Education, Curriculum Coaches, etc.)

When/Where

9.00am  - 4.00pm

February 2 - 3, 2018

Horizon Village & Resort

Chiang Mai, Thailand

Venue & Accommodation

Course Fee

(Register by Nov 10, 2017)

Individual 

USD 700/Baht 24,500 per participant

Group of 3 or more

USD 658/Baht 23,000 per participant

 

 

 

 

Contact 

Sonthaya Chutisacha

Workshop Coordinator

sonthaya@ksipd.com

Institute on Quality Differentiation

Turning Ideas into Action 

By Dr. Carol Ann Tomlinson
Leading Expert  - Differentiation

Course Leader

Carol Ann Tomlinson's career as an educator includes 21 years as a public school teacher, 12 years as a program administrator of special services for struggling and advanced learners.  More recently, she has been a faculty member at the University of Virginia's Curry School of Education, where she is currently William Clay Parrish Jr. Professor and Chair of Educational Leadership, Foundations, and Policy. Also at UVa., she is Co-Director of the University's Institutes on Academic Diversity. She was named Outstanding Professor at Curry School of Education in 2004 and received an All University Teaching Award in 2008. Special interests throughout her career have included curriculum and instruction for struggling and advanced learners, effective instruction in heterogeneous settings, and encouraging creative and critical thinking in the classroom.

 

Carol is a reviewer for eight journals and is author of over 200 articles, book chapters, books, and other professional development materials. Carol's books on differentiation have been translated into 12 languages. She works throughout the U. S. and abroad with teachers whose goal is to develop more responsive heterogeneous classrooms.

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