BPI 2016 Registration Open!
Our three-day Spring institue has been set for March 10-12, 2016. We are quickly filling up but still have slots available.
Finally, after 15 years Carol has revisited her seminal work The Differentiated Classroom.
In her monthly column for Ed Leadership, Carol recalls a time when school-based conversations focused on teaching for thinking and not high-stakes tests:
"Teachers wanted to understand what it meant to ask a 7-year-old or a 17-year-old to think deeply. We tried approaches born of our own emergent thinking about thinking. Some of these turned out to be lame, some promising, but both kinds were instructive to my colleagues and me. We saw ourselves growing as we adapted new approaches."
Carol talks to the Alabama Best Practices Center about differentiation and her new book from ASCD, Assessment and Student Success in a Differentiated Classroom, which is co-authored with UVA colleague Tonya Moon.
New Media of Interest
New Books and Articles from our Presenters!
IAD presenters Kristi Doubet and Eric Carbaugh have created a guide for flipping a classroom that uses digital tools to truly support the principles and practices of a differentiated classroom.
IAD presenter and author, Kristi Doubet, shares how her clumsy attempts with grouping gradually morphed into more flexible and effective teaching. She provides more concrete strategies in her new book Differentiation in Middle and High School.
Jessica Hockett, also one of our presenters and co-author of Differentiation in Middle and High School, recognizes the problems she faced with differentiation and shares three guidelines she would give to her "novice self."
Carol joins co-authors Kristi Doubet and Jessica Hockett in a discussion with ASCD about differentiation spurred by the release of their new book Differentiation in Middle and High School.
Videos from our Presenters
Just getting started with Differentiation?
In a video clip filmed at one of our Institutes, Carol Tomlinson breaks down three basic ways researchers tell us that students can differ with respect to learning: readiness, interest, and learning profile. She then suggests how teachers might differentiate with these needs in mind.