Dr Eric Carbaugh
Professor, College of Education
Department of Middle, Secondary, and
Mathematics Education
James Madison University, United States
Eric Carbaugh is a full professor in the Department of Middle, Secondary, and Mathematics Education at James Madison University in Harrisonburg, VA where he instructs both undergraduate and graduate courses. As an educational consultant, he has worked with teachers and leaders at over 100 schools and districts on a variety of topics related to curriculum, instruction, and assessment. In addition to several articles and book chapters, he is a co-author of Designing Authentic Performance Tasks and Projects: Tools for Meaningful Learning and Assessment (McTighe, Doubet, & Carbaugh, ASCD, 2020), Principles and Practices for Effective Blended Learning (Doubet & Carbaugh, ASCD, 2020), and The Differentiated Flipped Classroom: A Practical Guide to Digital Learning (Carbaugh & Doubet, Corwin, 2016). Eric holds a Doctor of Philosophy in Educational Psychology from the University of Virginia, a Master’s degree in Education from the University of Mary Washington, and a Bachelor of Arts in Government and Economics from the University of Virginia. Eric has teaching experience at both the elementary and secondary levels and serves as the journal editor and a board member for the Virginia ASCD chapter.
Keynote
Key Beliefs and Nonnegotiables of Differentiated Instruction
This interactive session will explore the principles and beliefs that are foundational to a differentiated classroom, as well as practical strategies cultivate an invitational learning environment rooted in respect, understanding, and common values. Specifically, by the end of this keynote, participants will be able to:
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Describe the key elements and structures of differentiated instruction
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Analyze the difference between what differentiation is and is not
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Explain the key beliefs and nonnegotiables that underlie the philosophy of differentiated instruction
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Develop an invitational learning environment
Expert Workshop
Formative Assessment – A Key Principle of Effective Differentiation
Ongoing and supportive formative assessment, a key principle of differentiation, has the potential to significantly impact student learning if used effectively. To maximize the impact of this practice, educators should be sure to: 1) clarify specific and measurable learning outcomes, 2) ensure that students have clarity regarding these outcomes, 3) align assessments with these outcomes, and 4) use the results of these assessments to inform teaching and learning through differentiated activities. As a result of attending this session, participants will be able to:
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Understand the importance of clarity in the classroom
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Develop assessments that align with specific and measurable objectives
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Analyze formative assessment to plan differentiated instruction