Content:
-Conversations about 3 classroom profiles and beliefs teachers in each one appear to think about and draw on in planning for teaching and learning (including differentiation) "sample" learners (15 min)
-Discussion of some commonly held beliefs about teaching and learning (including differentiation) represented in the three classroom and how those beliefs may fall short in preparing learners to navigating the complexity in their current contexts and in future context (10 minutes)
-Explore a conception of differentiation that contrasts in significant ways with more commonly held conceptions--Teaching Up (15 minutes)
-Revisit the classroom scenarios, revised to account for (15 minutes)
--Conclusions/insights/implications for action (10 minutes)
Processes:
Multiple configurations for small group discussions
Participant analysis of visual and print images
Analysis of classroom scenarios using the ISTE-ASCD Transformational Learning Standards
Use of an "essential question to guide the session and help with drawing conclusions and "thinking forward"
Presenter presentation
After this session, participants will be able to:
-Reflect on common beliefs and practices in contemporary classrooms (including differentiation) that may shortchange many/most learners in terms of preparing them to navigate the complex world in which they now live and future roles in the world after school
-Reflect on ways in which a more evidence-based conception of teaching and learning (including differentiation) can be a guide for creating classrooms that are more future-ready for each learner they serve,
-Engage in discussions with colleagues about ways in which educators can work together to create future-ready classrooms for a full range of learners,
National Research Council (1999). How People Learn: Brain, Mind, Experiences, and School. Washington, DC: National Academy Press.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for Educational Practice of the Science of Learning & Development. Tomlinson, C. (2021). So Each May Soar: The Principles & Practices of Learner Centered Classrooms. Arlington Virginia: ASCD.
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