“Differentiation” remains a buzz word in education circles twenty years after the publication of Carol Ann Tomlinson’s book “The Differentiated Classroom: Responding to the Needs of All Learners.” In one brief conversation, a teacher might hear of a district’s “differentiated systems of support” that affect many schools, and the next moment listen to someone’s suggestion about a “differentiation strategy” employed in the classroom.

 Because differentiation means so many things to so many people, this half-day learning opportunity will bring “differentiation” squarely back to the classroom. The main purpose of the session is to establish a foundation of understanding regarding the term differentiation in order to set the stage for one component of TSD professional learning in 2019-20. 

By the end of the session, attendees will relate aspects of differentiation to components of the Danielson Instructional Framework, experience a protocol that incorporates aspects of differentiation, and contribute to a professional learning needs assessment.

Attendees can expect to work both in grade level and cross-grade level task teams.