Category Archives for Differentiation

Teaching Gifted Kids in the Regular Classroom

- 3 Credits - 

3 Semester Credits

(post-baccalaureate
PD credits for re-certification and
pay-step 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 teacher professional development course addresses the numerous issues and content utilized for teaching gifted learners in K-12 educational settings. It identifies ways of helping teachers enhance the general classroom content for gifted learners. The book provides strategies to modify and implement lessons for challenging students of all ages and contents areas. Methods for enhancing creative and critical thinking skills as well as effective teaching strategies for subject areas are presented. Educators will research this topic and develop a written application essay or a unit /lesson plans or activity/project for classroom implementation.

Teacher feedback about this course

$395

3 Semester Graduate Credits

Teaching Gifted Students in the Regular Classroom

- 3 Graduate Credits -

Course Objectives

  1. Educators will explore what it means to be a gifted learner, how to create a successful program and the basic beliefs and background about the education of gifted learners.
  2. Participants will review the categories of academically, intellectually and creative thinking giftedness. The areas of visual, performing arts and psycho-motor giftedness are defined. Using contracts and customizing strategies for differentiation are presented.
  3. Educators will examine issues such as underachievement, barriers to providing support for the gifted student and to understand this complex topic and for personalizing the program curriculum for gifted learners.
  4. Participants will be presented with eleven ways to differentiate instruction for gifted learners such as organization, teacher and student roles, techniques and strategies, special assignments and evaluation.
  5. Educators will learn about rubrics, instruction, enrichment and advanced placement strategies or for classroom implementation. Parenting Issues are also presented.

Credit Hours

3 Semester Credits (post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

Letter Grade

Teaching Gifted Students in the Regular Classroom

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

$395

(3 Semester Graduate Credits)


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English Language Learners: 50 Strategies

- 3 Credits - 

3 Semester Credits

(post-baccalaureate
PD credits for re-certification and
pay-step 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 present 50 research-based ELL strategies that help teachers convey content material while simultaneously giving their students English-language skills. Step-by-step instructions and concrete examples will help teachers quickly and easily use the strategies in any K-12 classroom and subject area. New strategies and suggestions for assessments are also incorporated throughout the book. Educators will view the enclosed book DVD to apply researched-based instructional strategies and concepts for increasing English proficiency for students in school settings.

Teacher feedback about this course

$395

3 Semester Graduate Credits

English Language Learners: 50 Strategies

- 3 Graduate Credits -

Course Objectives

  1. Educators will learn about enhancing instruction through planning and visual scaffolding for language support and connecting communication to the real world.
  2. Participants will learn how to create language-focused lessons, including read aloud techniques, to support ELL vocabulary building.
  3. Educators will be exposed to academic language scaffolding and creating frameworks for language acquisition in skill level groupings while supporting individualized instructional needs.
  4. Participants will be presented with dictoglos, GIST, and syntax surgery concepts for manipulating English grammar to comprehend a variety of language forms.
  5. Educators will view the DVD 50 Instructional Strategies provided in the back of the book and complete activities to improve teaching techniques for ELL classrooms.

Credit Hours

3 Semester Credits (post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

Letter Grade

English Language Learners: 50 Strategies

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

$395

(3 Semester Graduate Credits)


Continue Reading >>

Boys and Girls Learn Differently

- 3 Credits - 

3 Semester Credits

(post-baccalaureate
PD credits for re-certification and
pay-step 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 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. Practical considerations for creating the ultimate classroom environments for elementary and secondary schools are profiled. This course will focus on classroom applications for an understanding of how brain-based gender learning affects teaching. The course covers behavior, math instruction, testing and academic achievement to teaching applications in school environments.

Teacher feedback about this course

$395

3 Semester Graduate Credits

Boys and Girls Learn Differently

- 3 Graduate Credits -

Course Objectives

  1. Students will have a working knowledge of the inherent differences in learning approaches between boys and girls and how their minds are different.
  2. 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.
  3. 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.
  4. 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.
  5. 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.

Grade Type

Letter Grade

Boys and 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

$395

(3 Semester Graduate Credits)


Continue Reading >>

At-Risk Learners: Best Practices

- 3 Credits - 

3 Semester Credits

(post-baccalaureate
PD credits for re-certification and
pay-step 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 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. It also explores the 15 strategies identified by the National Dropout Prevention Center. The book has indexes by grade level, job title and by individual strategy. Educators will research the topic; develop writings, lessons or activities for classroom applications that help at-risk students to be successful in school.

Teacher feedback about this course

$395

3 Semester Graduate Credits

At-Risk Learners: Best Practices

- 3 Graduate Credits -

Course Objectives

  1. Educators will acquire a framework of working knowledge to teach at-risk students.
  2. Participants taking this course will learn about ways of encouraging students to think about staying in school and how to make schools family friendly.
  3. 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.
  4. Participants will explore the best practices and strategies that can help reduce school disenfranchisement and potential dropouts.
  5. 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.

Grade Type

Letter Grade

At-Risk Learners: Best Practices

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

$395

(3 Semester Graduate Credits)


Continue Reading >>
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