Institutes on Academic Diversity
Come join your national and international educator and leadership colleagues at one of the finest conference learning experiences offered. Gain an understanding of the attitudes and practices that support optimal learning environments for diverse learners, build repertoire of strategies and skills that support the development of high-quality curriculum and instruction, learn how to more effectively respond to the needs of a diverse classroom, and acquire the skills to lead and support the movement toward more responsive classrooms. Experience the difference of a smaller presenter-participant ratio, needs-focused support systems, and differentiated principles embedded into the conference structures. Take advantage of the opportunity to receive one-on-one support to help you grow in your journey toward a differentiated classroom or district.
The UVa School of Education & Human Development currently offers the following institute:
- Best Practices Institute (BPI) is held in the spring and focuses on a particular aspect of differentiation in a compact, three-day format. Each has a theme and strands that participants can follow to focus their learning.
IAD Mission Statement
The Institutes on Academic Diversity strive to equip participants with the core principles of Differentiated Instruction by:
- Providing classroom teachers with an understanding of the attitudes and practices that support optimal learning environments for diverse learners;
- Helping educators build a repertoire of strategies and skills that support the development of high-quality curriculum and instruction, in order to more effectively respond to the needs of a diverse classroom; and
- Assisting leaders of all levels of educational practice to support the movement toward more responsive classrooms.
The IAD Approach
We believe that the most effective way to support effective teaching is to provide a smaller presenter-participant ratio to foster individual needs-focused support systems. Conferences are continually evolving as a result of participant feedback concerning differentiation needs. Each conference contains a unique blend of general and breakout sessions that are formulated with a variety of differentiated principles embedded into the structure, varied according to participants’ readiness levels, interests and their learner profiles. Built into each Institute schedule are consultation rooms where participants receive one-on-one support to help them grow in their journey toward a differentiated classroom or district. We draw upon the expertise of University of Virginia faculty and advanced graduate students, as well as experts from other universities and school districts from around the country to serve as presenters. These individuals share our beliefs of differentiation by providing presentations geared toward meeting participant needs, and modeling the key principles in their workshops so that participants can experience differentiated instruction as both learners and leaders of responsive classrooms.