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Course Criteria
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3.00 Credits
Candidates will inquire about the impact learning environments and a culture of learning have upon student achievement. The focus of this course is on ways teachers can establish, maintain, and promote safe, positive learning environments that promote collaboration, positive social interactions, and active engagement. Instructional leadership for helping to understanding diversity is undertaken.
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3.00 Credits
The course content focuses on the development and implementation of standard-based differentiated instruction for a broad spectrum of learners. Understanding approaches to assessing student learning needs, flexible teaching approaches, curriculum modifications, and opportunities for students to work in varied instructional formats will be addressed.
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3.00 Credits
The course content focuses on understanding the pedagogy of problem-based learning and designing problem-based learning (PBL) instruction. Alternative assessment strategies are explored. Student-centered approaches to learning will be addressed.
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3.00 Credits
The course content focuses on web-based course design and online pedagogies (blended learning) to create student-centered, collaborative learning environments. Candidates will develop web-based course activities, instruction, and assessments with online technologies.
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3.00 Credits
The professional studies course explores the roles between mentoring, coach specialist, and co-coaching. The course content emphasizes coaching skill development on three levels: (1) learning about self as a coach and acquiring collaborative skills to facilitate change; (2) creating productive and fulfilling relationships in the coaching role; and; (3) understanding methods for structuring a sustained process of working with two or more professional learners to enable the solve problems. Candidates explore relational, collaborative, and coaching techniques for leading transformations. The course enables educators the opportunity to implement innovative practices for coaching. The course requires that the candidate conduct synchronous conferences with another class peer on two occasions. These conferences will be scheduled at the convenience of the candidate. The candidate must have a computer and be able to access the Internet.
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3.00 Credits
Candidates will explore personalized education, blended learning, and competency education. Candidates will design and develop personalized learning units using competency-based approaches supported by blended and online learning modalities and environments.
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3.00 Credits
Candidates will explore processes in planning, designing, and testing objects. Using evidence-based practices such as project-based and problem-based learning, candidates will design, build, and test objects. Topics included group work, collaboration, and effective communication skills.
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3.00 Credits
Effective online instruction depends on learning experiences that are purposefully designed and facilitated by knowledgeable educators. Because learners have different learning styles or a combination of styles, educators should design virtual learning spaces that include multiple modes of learning. Educators previously unfamiliar, or under-familiar, with virtual teaching environments will learn how these environments work and how they can be used to successfully promote active learning for all learners. This course provides strategies that combine active learning principles with online tools so all students can encounter and engage with information and ideas, and reflect on their own learning.
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3.00 Credits
This course is about the National Board for Professional Standards Certification. Teachers will explore and reflect on the Five Core Propositions as well as the professional, ethical, socio-political, and cultural standards that serve as the architecture for accomplished teaching. Collaboration with peers and NBC teachers is a central component of the course.
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3.00 Credits
This course supports the expectations as stated in the Five Core Propositions and National Board Professional Teaching Standards Component 1, Content Knowledge. Candidates for National Board Certification understand the importance of their subject matter, pedagogical practices, and the role of technology to develop learners' academic, social, and cultural development and knowledge of ethics. Candidates will demonstrate knowledge of and pedagogical practices for teaching their content area on the National Board Professional Teaching Standards examination.
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