Creating & Leading a Differentiated Classroom

October 15 - 16, 2015

Chiang Mai, Thailand

Workshop Feedback


The data below is summarized from quantitative data on the Workshop Evaluation Form distributed at the end of the workshop:


The workshop provided me with helpful ideas

Agree - 100%

Disagree - 0%


The workshop provided me with skills/knowledge that I can use in my classroom

Agree - 99%

Disagree - 1%


The workshop met the outlined objectives

Agree - 99%

Disagree - 1%


I would recommend this workshop to other colleagues

Agree - 96%

Disagree - 4%


Registering for the workshop was easy

Agree - 95%

Disagree - 5%


Online communication prior to the workshop was good

Agree - 89%

Disagree - 11%


The hotel is a suitable workshop venue

Agree - 100%

Disagree - 0% 


Given below is a compilation of participants' response to the following query on the Workshop Evaluation Form:  

"Theory/Skills acquired from the workshop that you can use immediately"


  • Focusing on 'lifting up'

  • Using pre-assessment to inform instruction

  • Connecting with your student through ideas

  • KUDs for lesson planning

  • Don't compete with co-workers, compete with past-self, results

  • Grouping children by skill set

  • Growth mindset

  • Review KUD for upcoming Math units

  • Differentiated classroom by readiness, interest, learning profile

  • Sternberg's intelligences

  • Learning center rotations

  • Teach up

  • Group work for differentiated tasks

  • Emphasis on learning environment

  • Interest survey for students

  • Stop light

  • Classroom managment for DI

  • If the formative assessment does not change the teaching, it is not differentiation

  • Achievement flows from teacher-student connection

  • Use formal and informal formative assessment to change teaching

  • Analyse the performance tasks to ensure they are differentiated

  • Emotional connections with the students

  • Managing the logistics of centers in a differentiated classroom

  • Implementing 3 preferences into lesson choices for students

  • Broaden the type of task using Sternberg's intelligences

  • Formative assessment - not to be rigid and detailed

  • How to assess the five elements in the classroom

  • NEWSELA and Smithsonian daliy news websites

  • The 5 pillars of Differentiation

  • Small, leveled group work

  • Identify students' learning styles

  • Emotions, connections matters a lot to acquire the KUDs

  • Entry points