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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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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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USD – How Boys & Girls Learn Differently

- 3 Credits - 

Instructor:

Joseph C’de Baca MaEd.

Accredited By:

- University of San Diego

Grade Type:

University Transcript: Letter Grade

Course Description

This course will examine the learning differences between girls and boys. Their inherent learning and social dynamics are explored. The development differences, structure and spectrum of gender brain operations are explained.....

View Full Course Description

$425

3 Semester Graduate Credits



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USD - EDC-X764U - How Boys & Girls Learn Differently

- 3 Graduate Credits -






Course Objectives

  • Students will have a working knowledge of the inherent differences in learning approaches between boys and girls and how their minds are different.
  • Participants will analyze the social and psychological dynamics involving gender differences such as brain functional and chemical differences, as well as the advantages and disadvantages of taking a gender approach.
  • Educators will learn how to identify high-performing at-risk students and what parents can do to intervene when their child begins to fail in school.
  • Educators will examine the ideal classroom environments for pre-school, elementary, middle and high school classrooms. Strategies that stimulate and nurture student learning are also provided.
  • Teachers will write chapter reviews, research the topic and develop an application paper or lesson project activities that utilize the course content as it applies to classroom instruction and learning environments.
  • Credit Hours

    3 Semester Credits
    (post-baccalaureate professional development credit)

    Course Instructor

    Joseph C’de Baca MaEd.

    Accredited By:

    - University of San Diego

    Grade Type

    University Transcript: Letter Grade

    USD - EDC-X764U - How Boys & Girls Learn Differently

    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 >>

    USD – Educating for Emotional Intelligence

    - 3 Credits - 

    Instructor:

    Joseph C’de Baca MaEd.

    Accredited By:

    - University of San Diego

    Grade Type:

    University Transcript: Letter Grade

    Course Description

    This course explores the areas of emotional intelligence as they apply to the classroom. Educators will be able to take the theories of E.I. and put them into practice in the elementary, middle school, and high school environments.....

    View Full Course Description

    $425

    3 Semester Graduate Credits



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    USD - EDC-X760U - Educating for Emotional Intelligence

    - 3 Graduate Credits -






    Course Objectives

  • Educators will review the emotional brain and what emotions are for in human development and interactions along with the anatomy of emotional connections.
  • Participants will explore self awareness of knowing thyself and the consequences of excessive passion or emotional hysteria that can be unproductive.
  • Educators will be presented with general concepts of why and how aptitude, empathy and emotions are interrelated within the human social arts.
  • Participants are presented with how the mind and medicine are interrelated and how to manage the heart regarding trauma and emotional relearning.
  • Educators can examine how the lack of emotional literacy can be costly in human relations and how to use emotional intelligence concepts in school environments.
  • Credit Hours

    3 Semester Credits
    (post-baccalaureate professional development credit)

    Course Instructor

    Joseph C’de Baca MaEd.

    Accredited By:

    - University of San Diego

    Grade Type

    University Transcript: Letter Grade

    USD - EDC-X760U - Educating for Emotional Intelligence

    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 >>

    USD – Best Practices for Helping At-Risk Students

    - 3 Credits - 

    Instructor:

    Joseph C’de Baca MaEd.

    Accredited By:

    - University of San Diego

    Grade Type:

    University Transcript: Letter Grade

    Course Description

    This course presents 46 research-based tools, worksheets and resources which have been field-tested at schools and in dropout prevention programs nationwide. They help teachers, administrators, counselors and special educators who work with at-risk learners......

    View Full Course Description

    $425

    3 Semester Graduate Credits



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    USD - EDC-X759U - Best Practices for Helping At-Risk Students

    - 3 Graduate Credits -






    Course Objectives

  • Educators will acquire a framework of working knowledge to teach at-risk students.
  • Participants taking this course will learn about ways of encouraging students to think about staying in school and how to make schools family friendly.
  • Educators will learn how to identify high-performing at-risk students and what parents can do to intervene when their child begins to fail in school.
  • Participants will explore the best practices and strategies that can help reduce school disenfranchisement and potential dropouts.
  • Educators will research the topic, develop a lesson or activities that utilizes strategies in the book and use the instructional techniques for improving student achievement.
  • Credit Hours

    3 Semester Credits
    (post-baccalaureate professional development credit)

    Course Instructor

    Joseph C’de Baca MaEd.

    Accredited By:

    - University of San Diego

    Grade Type

    University Transcript: Letter Grade

    USD - EDC-X759U - Best Practices for Helping At-Risk Students

    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 >>

    USD – Math Wonders to Inspire

    - 3 Credits - 

    Instructor:

    Whitney Hartwell Ma.Ed.

    Accredited By:

    - University of San Diego

    Grade Type:

    University Transcript: Letter Grade

    Course Description

    This course will help teachers engage students in advanced math lessons and activities that encourage them to explore math principles that are complex and fun to use. The book contains an amazing collection of quirks, illustrations, problems and surprises that engage learners.....

    View Full Course Description

    $425

    3 Semester Graduate Credits



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    USD - EDC-X749U - Math Wonders to Inspire

    - 3 Graduate Credits -






    Course Objectives

  • Educators will explore the various concepts, lessons and activities that stimulate and challenge students in advanced mathematical concepts and problems.
  • Participants taking this course will learn how to implement a variety of mathematical teaching concepts and complex or creative math problems for advanced learners.
  • Educators will learn about numerous mathematical lessons that are different and provide challenges and problems solving activities for both teachers and students.
  • Participants will study and utilize a variety of mathematical teaching strategies and implement various activities for classroom instruction and applications.
  • Educators will write an essay about math learning theory and they will develop lesson or unit plans using the strategies or activities from the book in their classroom.
  • Credit Hours

    3 Semester Credits
    (post-baccalaureate professional development credit)

    Course Instructor

    Whitney Hartwell Ma.Ed.

    Accredited By:

    - University of San Diego

    Grade Type

    University Transcript: Letter Grade

    USD - EDC-X749U - Math Wonders to Inspire

    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 >>

    USD – Teaching Students How to Remember

    - 3 Credits - 

    Instructor:

    Joseph C’de Baca MaEd.

    Accredited By:

    - University of San Diego

    Grade Type:

    University Transcript: Letter Grade

    Course Description

    This course will study learning and memory and how the brain processes information for memory retention and retrieval. The anatomy of the brain and how brain cells function as well as chemical reactions that facilitate the memory and learning process are explained....

    View Full Course Description

    $425

    3 Semester Graduate Credits



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    USD - EDC-X739U - Teaching Students How to Remember

    - 3 Graduate Credits -






    Course Objectives

  • Educators will learn how to reach students so they can be taught specific subject content utilizing background knowledge and memory reflection.
  • Teachers will explore how to reinforce content for memory retention and recode self-generated information to improve memory recall.
  • Educators will review content reinforcement strategies the include student feedback and the discussion processes that reinforce learning and memory.
  • Teachers will examine reviewing and practice techniques that reinforce information knowledge and retention for faster and easier content retrieval.
  • Teachers will develop writings, lessons and activities to apply the seven "R's" of memorization into their classroom instructional practices.
  • Credit Hours

    3 Semester Credits
    (post-baccalaureate professional development credit)

    Course Instructor

    Joseph C’de Baca MaEd.

    Accredited By:

    - University of San Diego

    Grade Type

    University Transcript: Letter Grade

    USD - EDC-X739U - Teaching Students How to Remember

    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 >>

    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





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    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 >>

    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





    Item categoryclassroom-instruction not found.Item ma-categoryclassroom-instruction not found.Item categoryclassroom-instruction2 not found.Item ma-categoryclassroom-instruction2 not found.

    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






    Continue Reading >>

    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
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    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!

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    $425

    3 Semester Graduate Credits





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    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






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