Conference Schedule

December 1
December 2


Welcome and Opening Remarks

Tandem Profesores and Ministry of Education


Carol Ann Tomlinson, Ed.D.

What is Differentiated Instruction - and Why Does it Matter?







Christine Trinter, Ph.D. 

Setting the Course for Differentiated Instruction


Tonya Moon, Ph.D.

Assessment as a Tool to Guide Teaching and Achieve Deep Learning

Catherine Brighton, Ph.D.

Student-centered Teaching: Pedagogical Practices that Consider Learning Interest, Readiness Levels and Profiles



Tandem Profesores

Tandem Profesores

Closing Remarks


Alejandra Grebe, Ph.D., Lorena Medina, Ph.D., Patricio Carvajal, Gonzalo Plaza

Panel Discussion and Closing Remarks


Session Descriptions

Title: What is Differentiated Instruction - and Why Does it Matter?

Presenter: Carol Ann Tomlinson, Ed.D.

Nearly all classrooms are populated by students with markedly different strengths, needs, interests, experiences, and support systems, and yet we nearly always teach as though all the students are essentially alike.  While that approach is both familiar and comfortable to many teachers, we serve many of our students poorly when we persist in that approach.  Differentiation offers an alternative way to think about and plan for the learning needs of all our students and offers a pathway to creating classrooms that embrace equity, engagement, and excellence for every learner.  This session will offer an overview of what differentiation is, why it matters so much at this point in our history, and how it might look in practice.

Title: Setting the Course for Differentiating Instruction
Presenter: Christine Trinter, Ph.D.

One of the fundamentals of differentiated instruction is establishing clear learning objectives consistent with a clear purpose. This session will introduce participants to the purpose of goal setting. Strategies will be presented for designing a curriculum that responds to diversity, allows prioritized learning objectives and optimizes the process of curricular adaptation.

Title: Assessment as a Tool to Guide Teaching and Achieve Deep Learning

Presenter: Tonya R. Moon, Ph.D.

One of the key actors in the design of curriculum and instruction to effectively address diversity is the continuous monitoring of learning. This is done through the evaluation of students’ prior knowledge and formative assessment. During this session you will be exposed to the ways assessment, feedback, and data analysis impact teaching and learning.

Title: Student-centered teaching: pedagogical practices that consider individual learning interests, levels and profiles
Presenter: Catherine Brighton, Ph.D.

What does teaching in heterogeneous classrooms look like? During this session, effective strategies that respond to diversity in the classroom will be presented, considering the interests, performance levels and learning profiles of the students. Participants will be exposed to a variety of strategies that they can easily incorporate into their lesson planning.

Putting Into Practice

 March, April, May 2021

The impact of COVID-19 in schools has exacerbated differences in student learning and has shown the world that differentiation-based teaching is more important than ever.

This is why we will continue the work started during the December conference, with a group of teachers who are interested in taking the next step towards adopting a philosophy of teaching based on differentiation.

What is the invitation?

All conference participants who attended the two days of the conference will have the opportunity to participate in a series of three virtual trainings that will be complemented with personalized accompaniment sessions. This professional development is completely free and sponsored by the United States Embassy of Chile and the University of Notre Dame.

Professional Development Objectives


General purpose:

Participants will apply what was learned during the conference and the professional development workshops in their different educational contexts. They will reflect and share their experience with other teachers, and enrich their own pedagogical practice which, in turn, will influence the individual needs of students.

Professional Development Objectives:

Participants will:

- Increase understanding about data driven differentiation.

- Develop capacity for using asset focused assessment practices.

- Increase ability to implement and adopt a differentiated instruction philosophy.

- Reflect on putting new learning into practice.

- Apply and adapt new ideas to meet the needs of their own educational establishment.

- Share experiences in spaces for joint reflection.


Who can apply?

Teachers, heads of UTP and members of the PIE team motivated to learn and innovate in their pedagogical practices and in their schools:

- Who currently work in vulnerable school contexts,

- Instruct in 1º Basic to IVº Medio levels,

- Work within any region of Chile,

- Attended the two days of the conference, and

- Have Internet connectivity.


How to apply?

At the end of the conference, each attendee will receive an application form in their email that they must complete online. This will be evaluated by the training team, in order to select the candidates who meet the criteria described above. The selected applicants will be informed by mail. Participation is limited to a maximum of 50 teachers.


What happens after the professional development is finished?

For the organizing team, it is important to measure the effectiveness of what was learned during this experience. Therefore, during the professional development program, we will collect evidence about teacher and students' learning processes and experiences with differentiated instruction. Using our research findings, we will generate a report that will be shared with participants. 

Some of the potential questions we may seek to answer: 

1. In what way do the attendees' conceptions of differentiated education change during and after participation in the conference, the training and professional development?
2. How does a philosophy of differentiated education manifest in Chilean teachers lesson planning? 
3. How does policy influence teachers' implementation and conceptions of differentiated instruction?
4. How does teacher support influence the adoption of a teaching philosophy based on differentiation?
5. What is the role that Chilean culture and the school context of teachers play on their perception of the philosophy of differentiated education?