sec533 | Graduate

Instruction And Assessment For Diverse Learners

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This course focuses on the theoretical models that underlie teaching and learning in middle and high school settings. Teacher candidates examine methods for teaching all students, explore lesson plan designs, analyze the most effective instructional and questioning strategies to promote student learning, and develop a lesson plan. Candidates also explore assessment and its relationship to lesson planning, apply the backward design process to unit and lesson planning, and analyze methods of collaborating with colleagues and communicating with parents and families.

This graduate-level course is 6 weeks To enroll, speak with an Enrollment Representative.

Course details:

Credits: 3
Continuing education units: XX
Professional development units: XX
Duration: 6 weeks

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    Teaching Practices; Learning Standards, Goals, and Objectives

    • Analyze theoretical models that underlie teaching and learning.
    • Analyze the relationship between academic content standards and short- and long-term planning.
    • Differentiate between content standards, goals, and objectives.
    • Convert content standards into learning goals and instructional objectives.
    • Examine ways to create an inclusive, multicultural environment.

    Assessment

    • Examine the role of assessment in data-driven decision making.
    • Distinguish between formative and summative assessments, including how and when to use each type of assessment.
    • Evaluate the use of rubrics to assess student learning.
    • Identify strategies for using assessment data to drive instructional planning and differentiation of learning.
    • Analyze assessment data to identify patterns and gaps in student learning.

    Backward Design: Unit and Lesson Planning

    • Identify key components of the backward design process for unit and lesson planning.
    • Compare and contrast lesson plan formats and approaches to lesson planning.
    • Apply appropriate content standards and learning progressions to instructional planning.
    • Apply the backward design process to create effective unit plans.

    Instructional Strategies

    • Differentiate between teacher-centered and student-centered instructional strategies.
    • Examine instructional strategies that develop critical thinking skills, promote student engagement, and deepen student understanding of subject matter content.
    • Explore effective and appropriate uses of technology for student engagement and learning.
    • Design a lesson plan that aligns with content standards, promotes student engagement, and incorporates essential questions, differentiation, and cross-disciplinary skills.

    Differentiated Instruction and Interventions

    • Evaluate methods of differentiating instruction to meet the needs of culturally and academically diverse learners.
    • Examine key components of the response to intervention (RTI) process at the secondary level.
    • Compare methods of grouping students for the purpose of differentiating instruction.

    Collaboration and Reflection

    • Analyze the benefits of collaborating with colleagues to improve teaching and learning.
    • Evaluate the impact of family, school, and community relationships on student learning.
    • Identify a variety of approaches for communicating with parents.
    • Formulate a plan to use teacher reflection and problem solving to improve teaching practice.
    Tuition for individual courses varies. For more information, please call or chat live with an Enrollment Representative.

    Please ask about these special rates:

    Teacher Rate: For some courses, special tuition rates are available for current, certified P-12 teachers and administrators. Please speak with an Enrollment Representative today for more details.

    Military Rate: For some courses, special tuition rates are available for active duty military members and their spouses. Please speak with an Enrollment Representative today for more details.

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    While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with a University Enrollment Representative.

    Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether or not credits earned at University of Phoenix will be accepted by another institution of the student’s choice.