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Do teachers need energy to teach? Do students need energy to learn? And is how we process information central to our educational success?

If you answered “yes” to these questions, know that psychological type, the framework popularized through the Myers-Briggs Type Indicator®, is key to great teaching and learning. Experience the different neuroscience-based ways of processing information, understand how type concepts help educators share and improve practices, and work with strategies that improve learning for students whose needs aren’t always met in “regular” schools.

Testimonials

“We were extremely fortunate to have Dr. Kise facilitate a two-day workshop at the Minnesota Department of Education. Attended by nearly one hundred K-12 teachers, administrators, GTE, special education and ELL specialists, the workshop provided an excellent balance of theory, hands-on exercises, and classroom application information. Participants were actively engaged and commented on the applicability of their learning to the needs of their students. Dr. Kise clearly has an in-depth knowledge of her subject, yet breaks it down into teacher-friendly, practical language and knowledge that can easily be adapted into any educational setting.” —Wendy Behrens, Gifted and Talented Specialist; Bonnie Houck; Reading Specialist

Pricing

As with many skills-based services, the most straight-forward way to talk about price is with that hated phrase, “it depends.”

For differentiated instruction, it depends on the extent to which I tailor consulting or professional development, the number of coaches or teachers involved, and the cost of books, assessment tools or other resources.

The bottom line, though, is meeting your needs. Let’s talk to discern the kind of engagement that will match your goals, make the most of available resources, and foster impactful learning for sustainable change.

 

Workshop versions/opportunities

Doable Differentiation
Research shows content drives best practices in instruction, yet students have different learning needs because of interests, past experiences, culture, gender and more. The 12 core doable differentiation strategies let you adjust the way you’d prefer to teach content to ensure that all students are successful, thriving, engaged, agile, and maturing. This is a learn-by-doing session; experience strategies you can use immediately to better meet the needs of all learners.

Making the Common Core Mathematical Practices Work for All Teachers and Students
Students are different! They differ in how they use numbers, manipulatives, and diagrams. They have different needs for practice. They have very different needs as to when (and whether!) they ask questions. All of these factors can be made sense of, and planned for, through the framework of Jungian, or psychological, type and the most recent research on how neuroscience and type inform instruction. This two-day workshop will introduce mathematics educators to the theory of personality type, focusing on how to use the framework for differentiating mathematics classroom instruction and interventions for struggling students.

Differentiation Through Personality Types
Students’ learning styles are as unique as their personalities. As a result, the most successful teachers are often those who understand how to adjust their educational techniques to honor students of all intelligences and backgrounds. Seminar participants will learn to use personality type to achieve success in today’s differentiated classroom. A custom version of this workshop is available for urban schools.

 

Books about differentiated instruction

Doable Differentiation: Twelve Strategies to Meet the Needs Of All Learners
If differentiation strikes you as too complex and time-consuming, this is the book for you. With 12 core strategies, useful across content areas and kindergarten-adult learning, Doable Differentiation functions as a collection of “recipes” you can use to improve existing lessons and curriculum, instantly engage all students in more complex tasks, and increase student success.

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