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Building Classroom Culture

- 3 Credits - 

Instructor:

David A. Beyers Ed.M.

Accredited By:

- Colorado State University Pueblo

Grade Type:

University Transcript: Pass/Fail Grade

Course Description

The goal of this course is to provide participants with proven strategies and tools for creating and maintaining a healthy classroom culture.

View Full Course Description

$425

3 Semester Graduate Credits

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Building Classroom Culture

- 3 Graduate Credits -

Course Objectives


From this course, participants will:

  1. Identify the key tenets of social-emotional learning, culturally-responsive teaching, and equitable educational practices.
  2. Explore strategies for building community with and among their students, families, colleagues, and the community.
  3. Examine the impact of instructional practices, assessment strategies, material selection, and the Digital Divide on classroom culture.
  4. Devise actionable steps towards creating a more positive classroom culture.

Credit Hours

3 Semester Credits (post-baccalaureate professional development credit)

Course Instructor

David A. Beyers Ed.M.

Accredited By:

- Colorado State University Pueblo

Grade Type

University Transcript: Pass/Fail Grade

Building Classroom Culture

What Others Are Saying...

I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.” – Tina B. , Maryland
Thank you very much, I appreciate your help in getting this to me for timely processing with my district.” – Christine G. , Indiana
Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
My superintendant forwarded an email about TLC to me” – J. Churchill. Danvers, MA
I heard about this program through a friend. The courses were approved by the Virginia Board of Education” – M. Barry. Fairfax, VA
Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…” – Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues


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A Nation of Victims the Decay of American Culture

- 3 Credits - 

3 Semester Credits

(post-baccalaureate
PD credits for re-certification and
pay-lane increases
)

  • accredited nationwide
  • start any time
  • up to 5 months to complete
  • independent study
  • all course materials included with course tuition
  • view FAQ

Course Description

This course will examine the patterns and social behaviors of people who are aligning their identity and behaviors within the cultures of victimhood. The media often report single incidents as the norm and promotes victim mentalities to the general public. Social and public schools are a reflection of society and these victim excuses and labels have made their way into schools and classrooms nationwide. The historical and psychological roots of victim mentalities are explained in numerous categories to understand the various levels of implementation. Teachers will examine these victim issues and the latest research as it applies to parents and students in the classroom and school systems. Educators will learn and research this phenomenon and develop alternative perspectives for addressing the issues of victimhood. Teachers will develop lessons/activities for classroom applications that help all students become positive and self-responsible in all settings.

Teacher feedback about this course

$425

3 Semester Graduate Credits

Item categoryaccredited-by-csup not found.Item ma-categoryaccredited-by-csup not found.Item categoryaccredited-by-csup2 not found.Item ma-categoryaccredited-by-csup2 not found.

A Nation of Victims the Decay of American Culture

- 3 Graduate Credits -

Course Objectives

  1. Educators will acquire a framework of understanding the Society of Victims, their excuses, victim speak language and the ego’s role in the no-fault, no pain society that has developed.
  2. Students will learn of the roots of Victimism and how an inadequate self-identity along with the promotion of “I Deserve” or “Not my fault” and other entitlement labels or expectations.
  3. Educators will learn how the new Civil rights Revolution has expanded and created new disorders and handicaps to claim various psychological excuses from self-responsibility.
  4. Participants will explore the politically correct victimhood cultures that presume racism, sexism, homophobia, and other discriminatory labels or accusations to intimidate others.
  5. Educators will research the issues associated with victimhood and blaming society and traditional individuals or groups that have differing social, behavioral or political philosophies.
  6. Teachers will develop lesson/unit plans or activities to be utilized in schools to help students discern between valid or false judgments and to become self-responsible and positive citizens.

Credit Hours

3 Semester Credits (post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

A Nation of Victims the Decay of American Culture

What Others Are Saying About This Course

Peter M. – NJ –

“Thank you for being so considerate and understanding. If you need anything else please let me know.“

Amy L. – OR –

“Thank you so much for your time and consideration; have a wonderful rest of your weekend! Thank you so much again.“

Amy S. – OH –

“Thanks for getting back to me so quickly! I wanted you to know I enjoyed the books and coursework very much, and I plan to take further coursework through TLC in the years to come…”

TLC Testimonials

I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.” – Tina B. , Maryland
Thank you very much, I appreciate your help in getting this to me for timely processing with my district.” – Christine G. , Indiana
Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
My superintendant forwarded an email about TLC to me” – J. Churchill. Danvers, MA
I heard about this program through a friend. The courses were approved by the Virginia Board of Education” – M. Barry. Fairfax, VA
Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…” – Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues

$425

(3 Semester Graduate Credits)


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Why Gender Matters

- 3 Credits - 



3 Semester Credits

(post-baccalaureate
PD credits for re-certification and
pay-lane increases
)

  • accredited nationwide
  • start any time
  • up to 5 months to complete
  • independent study
  • all course materials included with course tuition
  • view FAQ

Course Description

This course will re-examine the basic gender differences and social behavior patterns that parents and teachers should know. Biological and psychological gender differences are examined regarding society. Teachers will examine the latest research as it applies to students and teachers in the classroom as well as school settings. Educators will learn about improving some gender accommodations for academic achievement of all students. Educators will research the basic gender differences as well as the alternative gender preferences and lifestyles that exist. Teachers will develop lessons or activities for classroom applications that help all students understand basic gender differences and alternative preferences so students can be successful in school and society.

Teacher feedback about this course

$425

3 Semester Graduate Credits







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Why Gender Matters

- 3 Graduate Credits -






Course Objectives

  1. Educators will understand the basic psychological behavior variations that exist along with the physiological differences that affect the bodies operational systems.
  2. Students will recognize the hidden roles and social class expectations regarding both sexes and approaches to addressing problems, risks and social group practices.
  3. Educators will analyze the gender behavioral variations in schools and social media influences and how sexuality may be affected in both school and public environments.
  4. Participants will study about how drugs and alcohol may be perceived differently between the genders and the potential consequences of abuses to young people.
  5. Educators will research the issues related to gender differences as well as the various alternative sexual preferences and identities that are currently affecting social norms.
  6. Teachers will develop a lesson/unit plan and or activity/project that involve gender differences and improve their understanding for better student instruction and learning.

Credit Hours

3 Semester Credits
(post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

Why Gender Matters

Why Gender Matters

- 3 Credits - 3 Semester Credits(post-baccalaureate PD credits for re-certification andpay-lane increases)accredited nationwidestart any timeup to 5 months to completeindependent studyall course materials included with course tuitionview FAQCourse DescriptionThis course will re-examine the basic gender differences and social behavior patterns that parents and teachers should know. Biological and psychological gender differences are examined regarding society. Teachers will examine the latest research as it applies to students and teachers in the classroom as well as school settings. Educators will learn about improving some gender accommodations for academic achievement of all students. Educators will research the basic gender differences as well as the

TLC Testimonials

I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
– Tina B. , Maryland
Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana
Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
My superintendant forwarded an email about TLC to me”
– J. Churchill. Danvers, MA
I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
– M. Barry. Fairfax, VA
Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
– Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues


$425

(3 Semester Graduate Credits)








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A Guide to the Scientific Method

- 3 Credits - 



3 Semester Credits

(post-baccalaureate
PD credits for re-certification and
pay-lane increases
)

  • accredited nationwide
  • start any time
  • up to 5 months to complete
  • independent study
  • all course materials included with course tuition
  • view FAQ

Course Description

This course addresses the process used for studying and implementing the Scientific Method. Educators will renew their knowledge and procedures needed to understand and apply the Scientific Method. They will be able to analyze and comprehend how the current medical and related research issues are affecting society, students and schools. Teachers will examine the latest research as it applies to the body’s immune system and overall health of individuals. Educators will learn how to understand valid research studies, data and conclusions for use in educational and sociological research studies. They will research these methodological issues and develop writings, lessons/activities for classroom application to help students and educators understand, perform and utilize the scientific method.

Teacher feedback about this course

$425

3 Semester Graduate Credits







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A Guide to the Scientific Method

- 3 Graduate Credits -






Course Objectives

  1. Teachers will develop knowledge, understanding and strategies for applying and implementing the Scientific Method into various academic disciplines.
  2. Educators taking this course will be able to discern between Scientific Opinion vs. Scientific Methods by complying with valid procedures for accurate results.
  3. Teachers will learn about the practices of scientific journals both positive and negative regarding their funder’s goals and journal publications conclusions. 
  4. Educators will learn about Confirmation Bias and its influence on objectivity as it relates to advocacy, promotion and acceptance of unreliable research. 
  5. Teachers will research valid Scientific Methods use as they related to medical issues, policy and procedures that affect students’ health and safety in school.
  6. Teachers will examine these issues and develop lessons/activities that utilize strategies in the book for improving the use of scientific method applications.

Credit Hours

3 Semester Credits
(post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

A Guide to the Scientific Method

What Others Are Saying About This Course

Elizabeth S. – MT –

“I have loved this course, and thank you for putting it out there!Please let me know if you need any more information from me, or would prefer any of this in a different format.And to be perfectly clear, once this course work has been evaluated and turned in to the University, one transcript will reflect both courses I have taken?Thank you so much.”                                    

Nancy O. – MO –

“I had the pleasure of ordering a course from you last year. It was a wonderful book study on Wayne Dyer’s “Excuses Be Gone” book. I’m a high school math teacher who teaches both upper level honors kids as well as low level freshman, and I noticed that across the board, my students can be excellent excuse makers!“

Denise B. – WI –

“It worked! I got all the info and re-ordered a transcript and got an email that it was mailed out today to the DPI here in Wisconsin and one to myself as well. Thanks so much for clearing it up for me. I really did enjoy the classes and the books. My niece, who is a sophmore in high school took my Seven Habits of Highly Effective Teens book and is sharing it with her friends as well. Thanks for the class offerings!! I will be sure to recommend it to my friends as well.“

Christine G. – IN –

“Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”

Tina B. – MD –

“I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”

TLC Testimonials

I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
– Tina B. , Maryland
Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana
Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
My superintendant forwarded an email about TLC to me”
– J. Churchill. Danvers, MA
I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
– M. Barry. Fairfax, VA
Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
– Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues


$425

(3 Semester Graduate Credits)








Continue Reading >>

Critical Race Theory in Schools

- 3 Credits - 



3 Semester Credits

(post-baccalaureate
PD credits for re-certification and
pay-lane increases
)

  • accredited nationwide
  • start any time
  • up to 5 months to complete
  • independent study
  • all course materials included with course tuition
  • view FAQ

Course Description

This course examines the implementation of Critical Race Theory and Woke Ideology into American schools nationwide. Teachers and the public have become aware of numerous questionable ideologies and social values that administrators and the media are promoting in American schools. Educators will examine the historical origins of the CRT and Woke views that teachers are expected to instruct and implement in the classroom. Educators will learn how to discern between ethical and rational social perspectives as opposed to inappropriate political issues. Educators will research these questionable social and educational mandates. Teachers will be able to discern them to develop positive traditional and age-appropriate lessons or activities for classroom applications.

$425

3 Semester Graduate Credits







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Critical Race Theory in Schools

- 3 Graduate Credits -






Course Objectives

  1. Educators will understand the origins and meaning of Critical Race Theory in schools and parental involvement and rights in curriculum oversight of controversial issues.
  2. Teachers will recognize the historical roots of CRT that change or reframe Civil Rights issues of discrimination into social or political differences that justify CRT Equity issues. 
  3. Educators will learn about government programs that have been funded to provide  numerous consultants and written materials to present to schools for staff and students.
  4. Teachers will be able to see how the Culture of Victimhood has changed to include numerous forms of perceived discrimination in sexuality or political progressive ideology. 
  5. Educators will research the issues with Woke Wrong Think, Political Correctness and how the media promotes single incidents as the social norm to justify CRT curricula. 
  6. Teachers will be given strategies to take back positive multiculturism in schools and how to fight back against manipulative and negative agendas that are dividing society. 
  7. Teachers will develop a lesson/unit plan and an activity or project that involve social or understand of political issues that improve learning and human relations in schools. 

Credit Hours

3 Semester Credits
(post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

Critical Race Theory in Schools

Critical Race Theory in Schools

- 3 Credits - 3 Semester Credits(post-baccalaureate PD credits for re-certification andpay-lane increases)accredited nationwidestart any timeup to 5 months to completeindependent studyall course materials included with course tuitionview FAQCourse DescriptionThis course examines the implementation of Critical Race Theory and Woke Ideology into American schools nationwide. Teachers and the public have become aware of numerous questionable ideologies and social values that administrators and the media are promoting in American schools. Educators will examine the historical origins of the CRT and Woke views that teachers are expected to instruct and implement in the classroom. Educators will learn how to discern between ethical and rational

TLC Testimonials

I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
– Tina B. , Maryland
Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana
Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
My superintendant forwarded an email about TLC to me”
– J. Churchill. Danvers, MA
I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
– M. Barry. Fairfax, VA
Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
– Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues


$425

(3 Semester Graduate Credits)







Theresa M. – PA –

“Hello, Dave. In my email to parents, I mentioned my very recent course with you [Designing an Online Classroom]. I had no idea how timely it would be. I do believe that my students and I haven’t skipped a beat! Of course, it changes things a fair amount, but I am very glad to already have experience with tools that were fun in the classroom but indispensable now!”

Tracey W. – WV –

“That was speedy! Thank you again for your time and all that you do!”                                    

Kimberly W. – PA –

“I LOVED the Assertive Discipline text and have already begun to implement many of the aspects – behavior narration, 100% compliance-100% of the time- into my classroom”                                    

Paul W. – OH –

” Thank you for the opportunity to reflect. I enjoyed the book! “                                    

Vicki W. – OH –

“Thank you soooo much! I appreciate all of your help getting started (and finished) with this course! “                                    

Jean W. – MN –

“The course I took was perfect for me as I am trying to write some Health curriculumwith two other Health teachers in the building. Teaching in Special education and regular ed allows me to see subjects from both sides. Instead of doing the two page paper at the end I chose to write a differentiated lesson plan for my Health class as that will be beneficial to me. Great course. I have recommended to a few others as well.Rubric for grading. My writing assignment corresponds with A/B grade area.”                    


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Building Your Blended Classroom: Leveraging Resources to Reach Learners

- 3 Credits - 

Instructor:

David A. Beyers Ed.M.

Accredited By:

- Colorado State University Pueblo

Course Description

This course is intended for teachers who are interested in or have already begun
incorporating online instruction into their classrooms.

View Full Course Description

$425

3 Semester Graduate Credits





Item categoryaccredited-by-csup not found.Item ma-categoryaccredited-by-csup not found.Item categoryaccredited-by-csup2 not found.Item ma-categoryaccredited-by-csup2 not found.

Building Your Blended Classroom: Leveraging Resources to Reach Learners

- 3 Graduate Credits -






Course Objectives

From this course, participants will:

  1. Evaluate the potential for online and technology-enriched instruction to engage and teach today’s learners.
  2. Identify the major components of Behaviorism, Cognitivism, Constructivism, and Connectivism, and apply these theories to online and blended instruction.
  3. Define the roles of an online instructor, and evaluate the importance of these roles.
  4. Explore various Web 2.0 technologies and assess their potential as learning tools in an online or technology-rich classroom.
  5. Create a unit outline for blended classroom application.

Credit Hours

3 Semester Credits
(post-baccalaureate professional development credit)

Course Instructor

David A. Beyers Ed.M.

Accredited By:

- Colorado State University Pueblo

Grade Type

University Transcript: Letter Grade

Building Your Blended Classroom: Leveraging Resources to Reach Learners

What Others Are Saying...

I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
– Tina B. , Maryland
Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana
Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
My superintendant forwarded an email about TLC to me”
– J. Churchill. Danvers, MA
I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
– M. Barry. Fairfax, VA
Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
– Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues






Continue Reading >>

Getting Googled: Master’s Edition

- 3 Credits - 

Instructor:

David A. Beyers Ed.M.

Accredited By:

- Colorado State University Pueblo

Course Description

The goal of this course is to provide participants with an introductory knowledge of Google Drive applications, strategies and best practices for making use of them in the classroom, and an awareness of the potential benefits and challenges of implementation.

View Full Course Description

$425

3 Semester Graduate Credits





Item categoryaccredited-by-csup not found.Item ma-categoryaccredited-by-csup not found.Item categoryaccredited-by-csup2 not found.Item ma-categoryaccredited-by-csup2 not found.

Getting Googled: Master's Edition

- 3 Graduate Credits -






Course Objectives

From this course, participants will:

  1. Develop a working journal of ideas for implementing Google Docs, Slides, Forms, and
    several other Google Drive applications in ways that benefit instruction and learning.
  2. Demonstrate proficiency in navigating and utilizing a variety of Google Drive
    applications.
  3. Create a “window” into their classroom to effectively and regularly communicate
    relevant information to students, parents, colleagues, and/or administrators.
  4. Develop a lesson plan that successfully incorporates (both technically and pedagogically)
    a single Google Drive application.
  5. Create a Google Classroom and explore pedagogical uses and visions for
    implementation.
  6. Outline a unit plan that effectively incorporates several Google Drive applications, in a
    variety of ways, that addresses instructional objectives, student engagement, and the
    potential impact of the Digital Divide, as well as other common obstacles.

Credit Hours

3 Semester Credits
(post-baccalaureate professional development credit)

Course Instructor

David A. Beyers Ed.M.

Accredited By:

- Colorado State University Pueblo

Grade Type

University Transcript: Letter Grade

Getting Googled: Master's Edition

What Others Are Saying...

I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
– Tina B. , Maryland
Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana
Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
My superintendant forwarded an email about TLC to me”
– J. Churchill. Danvers, MA
I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
– M. Barry. Fairfax, VA
Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
– Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues







Insert Content Template or Symbol

Continue Reading >>

PE and Technology

- 3 Credits - 

3 Semester Credits

(post-baccalaureate
PD credits for re-certification and
pay-lane increases
)

  • accredited nationwide
  • start any time
  • independent study
  • all course materials included with course tuition
  • view FAQ

Instructor:

David A. Beyers Ed.M.

Accredited By:

- Colorado State University Pueblo

Grade Type:

University Transcript: Pass/Fail Grade

Course Description

The goal of this course is to provide participants with the necessary skill set to effectively implement available technological resources to enhance the holistic physical education experience. The course focuses on establishing an understanding of what it means to provide a holistic physical education experience through the use of technology.

View Full Course Description

$425

3 Semester Graduate Credits





Item categoryaccredited-by-csup not found.Item ma-categoryaccredited-by-csup not found.Item categoryaccredited-by-csup2 not found.Item ma-categoryaccredited-by-csup2 not found.

Universal Design for Learning

- 3 Graduate Credits -






Course Objectives

From this course, participants will:

  1. Examine the key components often overlooked for a complete physical education experience.
  2. Assess the impact of various resources: video, instrument, and smart-phone based.
  3. Apply effective strategies for providing opportunities to experience the use those resources.
  4. Explore a variety of applications that can help students monitor, plan and analyze their nutrition, sleeping, fitness levels.
  5. Create a plan for the effective implementation of various resources to provide a holistic experience foreach and every student.

Credit Hours

3 Semester Credits
(post-baccalaureate professional development credit)

Course Instructor

David A. Beyers Ed.M.

Accredited By:

- Colorado State University Pueblo

Grade Type

University Transcript: Pass/Fail Grade

Universal Design for Learning

What Others Are Saying...

I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
– Tina B. , Maryland
Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana
Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
My superintendant forwarded an email about TLC to me”
– J. Churchill. Danvers, MA
I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
– M. Barry. Fairfax, VA
Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
– Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues






Continue Reading >>

Distance Learning: From Construction to Instruction

- 3 Credits - 

3 Semester Credits

(post-baccalaureate
PD credits for re-certification and
pay-lane increases
)

  • accredited nationwide
  • start any time
  • independent study
  • all course materials included with course tuition
  • view FAQ

Instructor:

David A. Beyers Ed.M.

Accredited By:

- Colorado State University Pueblo

Grade Type:

University Transcript: Pass/Fail Grade

Course Description

The goal of this course is to provide participants with a framework of the skills, strategies, and tools necessary for designing, building, and facilitating a fully online or blended learning experience for students of all levels, identities, backgrounds and beliefs.

View Full Course Description

$425

3 Semester Graduate Credits





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Distance Learning: From Construction to Instruction

- 3 Graduate Credits -






Course Objectives

From this course, participants will:

  1. Define the roles of the teacher in creating and facilitating an online or blended classroom environment. 
  2. Explore the impact of the Digital Divide on student learning and classroom instruction.
  3. Employ effective design models, concepts, strategies, and tools in the creation of an online/blended learning classroom.
  4. Outline a plan for the creation and facilitation of an engaging online/blended learning community.

Credit Hours

3 Semester Credits
(post-baccalaureate professional development credit)

Course Instructor

David A. Beyers Ed.M.

Accredited By:

- Colorado State University Pueblo

Grade Type

University Transcript: Pass/Fail Grade

Distance Learning: From Construction to Instruction

What Others Are Saying About This Course

Theresa M. – PA –

“Hello, Dave. In my email to parents, I mentioned my very recent course with you [Designing an Online Classroom]. I had no idea how timely it would be. I do believe that my students and I haven’t skipped a beat! Of course, it changes things a fair amount, but I am very glad to already have experience with tools that were fun in the classroom but indispensable now!”

TLC Testimonials

I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
– Tina B. , Maryland
Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana
Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
My superintendant forwarded an email about TLC to me”
– J. Churchill. Danvers, MA
I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
– M. Barry. Fairfax, VA
Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
– Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues






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Building ​Your​ Google Classroom: ​Distance Learning Your Students Will Recognize

- 3 Credits - 

3 Semester Credits

(post-baccalaureate
PD credits for re-certification and
pay-lane increases
)

  • accredited nationwide
  • start any time
  • independent study
  • all course materials included with course tuition
  • view FAQ

Instructor:

David A. Beyers Ed.M.

Accredited By:

- Colorado State University Pueblo

Grade Type:

University Transcript: Pass/Fail Grade

Course Description

Do you need to create and teach in a Google Classroom? Learn how to effectively develop and teach within a Google Classroom. Participants will create an online classroom using the Google Classroom LMS, develop curriculum, acquire resource awareness and produce an e-course option that will allow for blended or distance learning. Let's get started!

View Full Course Description

$425

3 Semester Graduate Credits





Item categoryaccredited-by-csup not found.Item ma-categoryaccredited-by-csup not found.Item categoryaccredited-by-csup2 not found.Item ma-categoryaccredited-by-csup2 not found.

Building Your Google Classroom: Distance Learning Your Students Will Recognize

- 3 Graduate Credits -






Course Objectives

From this course, participants will:

  1. Demonstrate growth in content knowledge related to teaching assignment and the application of content knowledge to classroom instruction and assessment.
  2. Understand scientifically-based practices in teaching and learning, including strategies in literacy education, instructional technology, differentiation of instruction, and apply them to raise student achievement.
  3. Demonstrate multiple means of assessing and evaluating student learning and use them to change teaching and learning.
  4. Locate, interpret, synthesize, and apply educational research in best practices in teaching.
  5. Understand models for professional change, including teacher collaboration, professional learning communities, strategies for mentoring and coaching to facilitate change, and effective professional development.
  6. Demonstrate understanding of reflective practice that results in improved classroom teaching and learning, including teacher reflection, use of technology in self-assessment, collaboration for change, and self-management of change.
  7. Demonstrate understanding of system and organizational change in education, including models for school change and current research and trends in school change.
  8. Demonstrate responsibility for student learning at high levels.
  9. Demonstrate responsibility for school reform and leadership in school change.

Credit Hours

3 Semester Credits
(post-baccalaureate professional development credit)

Course Instructor

David A. Beyers Ed.M.

Accredited By:

- Colorado State University Pueblo

Grade Type

University Transcript: Pass/Fail Grade

Building Your Google Classroom: Distance Learning Your Students Will Recognize

What Others Are Saying...

I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
– Tina B. , Maryland
Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana
Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
My superintendant forwarded an email about TLC to me”
– J. Churchill. Danvers, MA
I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
– M. Barry. Fairfax, VA
Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
– Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues






Continue Reading >>
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