Differentiation, Motivation, and Engagement
Improve student outcomes by using differentiated instructional strategies that make instructional time effective for all students.
Differentiation is an approach to your classroom planning and management that addresses and honors the many learning styles of students. By presenting many different strategies, teachers will be able to plan future lessons that will touch on many different modes of learning. Included in this class will be strategies on brain-base learning, affective learning strategies, learning how to develop lessons blending kinesthetic, social, inter/intra-personal learners and more.
• Learn the value of creating relevancy through storytelling, affective learning, and emotional learning strategies.
• Employ methods to increase engagement within the classroom.
• Understand and use methods of randomness to help keep the attention of all students throughout the day.
• Full-Day Training with a Certified Trainer
• School-wide Follow-up Support from a Certified Trainer
• Small Group Coaching from a Certified Trainer
• Individuals can earn Graduate Credit for this Course by Paying a Fee and Completing Additional Coursework.
What others are saying...
“I have seen some of my students move up from Special Education and Title Programs to achieve at grade level performance. My referrals have been eliminated. Students that were never able to do so before are now meeting benchmark standards and making dramatic gains in reading and writing fluency. After 19 years as an educator, I finally have Time To Teach with care and compassion.”
-Libba Sager, Elementary Teacher, Toledo Elementary, Oregon
“Lawton Public Schools is a lower socioeconomic school district in Oklahoma that services 17,000 Pre-K through 12th-grade students, over half of which are minority. Twenty-nine of our thirty-five schools were trained using the Time To Teach strategies, affecting more than 11,000 children. Following training, we experienced a 16% decrease in suspensions and office referrals and a dramatic decrease in pupil enrollment for Behavior Intervention and Behavior Disorder classes. We have also seen a 9% increase in test scores and none of our schools are on the school improvement list for No Child Left Behind.”
-Billy Davis, Executive Director Elementary Education, Lawton Public Schools, Oklahoma