Our Beliefs

Student Engagement and Motivation with Differentiated Instruction from Time-to-Teach

 

Every teacher has known the frustration of trying to reach each student at the student's appropriate level. This challenge can amount to lost instructional time, student frustration and teacher/student disengagement. We work with teachers and administrators to deliver actionable and effective techniques and approaches proven to restore instructional time for teachers and improved learning outcomes for students.

  • All Students are different - We know students come to our schools with a range of life backgrounds and cultures. "Differentiation is simply a teacher attending to the learning needs of a particular student or group."~Carol Ann Tomlinson (2000)

 

  • Time to Teach Strategies are designed to reach students' multiple learning styles and intelligences - Our strategies  do not require complex planning nor individualized instructional plans - Time to Teach is an approach based on effective strategies.

 

  • Students do best when they are taught content in the best way that they learn - Time to Teach Differentiated Instruction is a 'student-centered' philosophy to reach more students with the same lesson or concept.

 

  • Students need a reasonable amount of pressure to perform at peak academic levels - Dynamic tension is what prepares students to perform at peak academic levels. Dynamic tension, when used in a controlled and positive way, helps our students understand the need to perform "when the curtain goes up".

 

  • Time to Teach Differentiated Instruction can and should be used in every lesson we teach - Whether we are building rapport (Unconditional Positive Regard), working with emotional intelligence, or having students work in small groups, our approach supports instructional scaffolding and student learning.

 

 

  • Fair is not always equal - Sometimes, it is necessary to got an extra step, or three for a student. To reach all students, Time to Teach Differentiated Instruction reaches a variety of learning styles and information processing channels.

 

  • Not all students learn the same information at the same time or at the same rate - Meeting our students' needs is challenging due to the diversity of their experiences and circumstances. Time to Teach Differentiated Instruction honors students' needs for relevancy, different learning styles and rates of learning.

 

  • Students have different modality learning strengths - Combining approaches that speak to auditory, visual, kinesthetic and emotional learners, with recognition of the ideas of Gardner's Multiple IntelligencesTime to Teach Differentiated Instruction gives our students the best possible chance to learn.

 

  • Depth of knowledge is as important as breadth of knowledge - Using the Revised Bloom's Taxonomy as a guide in conjunction with Time to Teach Differentiated Instruction strategies, teachers can craft lessons and activities that build in the depth and level of learning necessary for today's learners.

 

  • Time to Teach Differntiated Instruction is for all learners - Young or old; experienced or novice; all learners deserve the best opportunity to learn.