Category Archives for Direct Instruction

Teaching & Learning STEM

Choose Credit Amount

Your choice of 1 , 2 , or 3 Credits.

(post-baccalaureate
Semester Graduate 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

In this course, educators will explore how educational research has shown that compared to traditional teacher-centered instruction, certain learner-centered methods lead to improved learning outcomes, greater development of critical high-level skills, and increased retention in science, technology, engineering, and mathematics (STEM) disciplines. While the text centers from that of the college teaching perspective, educators of all grades can glean and learn big takeaways from this text.

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Teacher feedback about this course

$195

(1 Semester Graduate Credit)

Teaching & Learning STEM

- Choose Credit Amount -

Course Objectives

  1. Educators will explore how to plan and conduct class sessions in which students are actively engaged, irrespective of class size. They will learn how to make good use of technology in face-to-face, online, and hybrid courses and flipped classrooms.
  2. Teachers will exami​ne how ​to assess how well students are acquiring the knowledge, skills, and conceptual understanding the course is designed to teach.
  3. Educators will be presented with ways of​ ​helping students develop expert problem-solving skills and skills in communication, creative thinking, critical thinking, high-performance teamwork, and self-directed learning.
  4. Teachers will have the skills and knowledge to use the course content as a core framework for ​meet the learning needs of STEM students with a broad diversity of attributes and backgrounds.

Credit Hours

Choose Credit Amount

(post-baccalaureate professional development graduate credits)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

Letter Grade

Teaching & Learning STEM

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

$195

(1 Semester Graduate Credit)


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Literacy & Phonics for Elementary Ed

Choose Credit Amount

Your choice of 1 , 2 , or 3 Credits.

(post-baccalaureate
Semester Graduate 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 explores developing independent learners through literacy and phonics standards for elementary instruction. Educators will expand their knowledge of literacy stations, whole group, partner time, and independent work through anchor charts, helpful planning tools, extensions and accommodations for diverse learners. ​ Through foundational planning, co creating content and standards based instruction, the independent learner will blossom in the classroom!

Teacher feedback about this course

$195

(1 Semester Graduate Credit)

Literacy & Phonics for Elementary Ed

- Choose Credit Amount -

Course Objectives

  1. Educators will explore the topic of detailed explanation and focus in the standard’s real- world applications and importance.
  2. Teachers will examine how to plan for academic vocabulary, whole group ideas and literacy station improvement.
  3. Educators will be presented with ways of modifying lessons for reuse year after year.
  4. Teachers will have the skills and knowledge to connect and extend lessons into areas of daily instruction through mentor texts, anchor charts and improved instruction.
  5. Instructors will expand helpful tips and skill building in the classroom.

Credit Hours

Choose Credit Amount

(post-baccalaureate professional development graduate credits)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

Letter Grade

Literacy & Phonics for Elementary Ed

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

$195

(1 Semester Graduate Credit)


Continue Reading >>

Success from the Start – Teaching Mathematics

- 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 pedagogy of how students learn math in the elementary school setting under the recent Common Core guideline changes. By exploring effective teaching strategies and supportive practices in the classroom, the new or veteran teacher will benefit and improve methods. With new Common Core standards and a revolution in mathematical strategies, many educators find themselves in the middle of a generational shift in elementary delivery in the classroom. Expansion of mathematical pedagogy will be crucial to the next generation and through expansion of a broader mathematical process in the classroom. While geared towards elementary level math, educators of any age can benefit from the methodology of the presented concepts and apply it in their own area of mathematical expertise.

Teacher feedback about this course

$395

3 Semester Graduate Credits

​Success from the Start – Teaching Mathematics

- 3 Graduate Credits -

Course Objectives

  1. Educators will have a working knowledge of the inherent differences in learning approaches between various mathematical methods in the classroom.
  2. Educators will analyze the underlining mathematical structures and properties and how they are best approached in the classroom.
  3. Educators will be able to demonstrate differentiation to meet a diverse student population and their needs. English Language Learners and Special Education needs will be addressed for best scaffolding practices.
  4. Educators will explain a clear understanding of which assessment best promotes student advancement.
  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

​Success from the Start – Teaching Mathematics

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 >>

ELL – 99 Ideas for Teaching English Learners

- 2 Credits - 

2 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 is a perfect complement or stand-alone course with our Making Content Comprehensible for English Learners course. This course will provide understanding and pedagogy of how English Language Learners (ELL) best acquire English. By focusing on the 8 Main Components of The Siop Model, educators can glean 99 Ideas to implement in the classroom setting. Through the researched based SIOP model, this course seeks to improve teaching instruction to ELL’s through integration. By exploring effective teaching strategies and supportive practices in the classroom, the new or veteran teacher will improve method delivery strategies. With recent Common Core standards and the steady increase of ELL’s in the academic setting, teachers find themselves underprepared. Expansion of second language acquisition pedagogy will be crucial to the next generation of educators. Through the clear demonstration of creating comprehensible content in the classroom. Teachers will complete written assignments to demonstrate mastery of the provided content.


$295

2 Semester Graduate Credits

99 Ideas for Teaching English Learners

- 2 Graduate Credits -

Course Objectives

  1. Educators will have a working knowledge of SIOP model features and provided frameworks
  2. Educators will analyze the underlining challenges ELL’s face upon entering the academic setting.
  3. Educators will be able to demonstrate differentiation to meet a diverse student population and their needs. English Language Learners and Special Education needs will be addressed for best scaffolding practices. Strategies to assess the difference between a struggling student due to language vs disability will be clearly defined.
  4. Educators will explain a clear understanding of which assessment best promotes student advancement.
  5. Teachers will write chapter outline reviews, develop an application essay, and create a lesson project. Educators will utilize the course content as it applies to classroom instruction and learning environments.

Credit Hours

2 Semester Credits (post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

Letter Grade

99 Ideas for Teaching English 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

$295

(2 Semester Graduate Credits)


Continue Reading >>

Making Content Comprehensible for English Learners

- 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 provide understanding and pedagogy of how English Language Learners (ELL) require comprehensible content in the classroom setting. Through the researched based SIOP model, this course seeks to improve teaching instruction to ELL’s through integration. By exploring effective teaching strategies and supportive practices in the classroom, the new or veteran teacher will improve method delivery strategies. With recent Common Core standards and the steady increase of ELL’s in the academic setting, teachers find themselves underprepared. Expansion of second-language-acquisition pedagogy is crucial to the next generation of educators. 

Teacher feedback about this course

$395

3 Semester Graduate Credits

Making Content Comprehensible for English Learners

- 3 Graduate Credits -

Course Objectives

  1. Educators will have a working knowledge of SIOP model features and provided frameworks.
  2. Educators will analyze the underlining challenges ELL’s face upon entering the academic setting.
  3. Educators will be able to demonstrate differentiation to meet a diverse student population and their needs. English Language Learners and Special Education needs will be addressed for best scaffolding practices. Strategies to assess the difference between a struggling student due to language vs disability will be clearly defined.
  4. Educators will explain a clear understanding of which assessment best promotes student advancement.
  5. Teachers will write chapter outline reviews, develop an application essay, create a lesson project activity and observe a case study. Educators will 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

Making Content Comprehensible for English 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

$395

(3 Semester Graduate Credits)


Continue Reading >>

Math Wonders to Inspire Teachers and Students

- 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 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. The book's many problems use attention-getters, motivators, and enrichment activities that keep students exploring mathematical mysteries. Teachers will write an essay on learning theory and develop lessons or activities for classroom applications. As well as to help students use the book content to advance their mathematical inquiry, problem solving and creativity.

$395

3 Semester Graduate Credits

Teach Like a Champion

- 3 Graduate Credits -

Course Objectives

  1. Educators will explore the various concepts, lessons and activities that stimulate and challenge students in advanced mathematical concepts and problems.
  2. Participants taking this course will learn how to implement a variety of mathematical teaching concepts and complex or creative math problems for advanced learners.
  3. Educators will learn about numerous mathematical lessons that are different and provide challenges and problems solving activities for both teachers and students.
  4. Participants will study and utilize a variety of mathematical teaching strategies and implement various activities for classroom instruction and applications.
  5. 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

Joseph C’de Baca MaEd.

Grade Type

Letter Grade

Teach Like a Champion

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 >>

Differentiated Instruction in Mixed-Ability Classrooms

- 1 Credit - 

1 Semester Credit

(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 provide examples of field-tested strategies on how to succeed in today's increasingly diverse classrooms. Educators will learn proven techniques on how to match instructional approaches to the readiness, interests and talents of all students. Teachers will examine learning centers, hands-on activities, contracts, and investigative projects. Educators will learn new ways of structuring lessons to provide "scaffolds" for lesson content and their learning projects. Educators will develop a written paper, lesson plans or activities for classroom applications and student achievement.

Teacher feedback about this course

$195

1 Semester Graduate Credit

Differentiated Instruction in Mixed-Ability Classrooms

- 1 Graduate Credit -

Course Objectives

  1. Educators will learn how differentiated instruction for mixed-ability groups applies to instructional strategies. State or local academic standards are also addressed.
  2. Teachers will examine the role of the teacher in a differentiated classroom setting.
  3. Learners are presented with strategies for managing a differentiated classroom and preparing students and parents for a differentiated classroom approach.
  4. Educators will learn to plan differentiated lessons by readiness, interest and learning profiles for classroom implementation.
  5. Teachers will be able to differentiate content, process, educational products and grading assessments in classrooms with mixed ability learners.

Credit Hours

1 Semester Credit (post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

Letter Grade

Differentiated Instruction in Mixed-Ability Classrooms

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

$195

(1 Semester Graduate Credit)


Continue Reading >>

Educating Oppositional and Defiant Children

- 1 Credit - 

1 Semester Credit

(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 issues related to understanding oppositional and defiant children in the school environment. It will review some of the common approaches that are used and explore other methods of working with these students. Daily classroom management and removal of disruptive students are outlined. Providing social services at school and working with parents are also explained. Behavior modification and developing a positive environment are also reviewed.

Teacher feedback about this course

$195

1 Semester Graduate Credit

Educating Oppositional and Defiant Children

- 1 Graduate Credit -

Course Objectives

  1. Educators will learn about the various characteristics of oppositional children and how having a better understanding of their disposition will assist teachers.
  2. Teachers will review the historical philosophy and commonly used approaches to oppositional children and why they often fail along with alternative solutions.
  3. Learners will explore the classroom environments impact on student behavior and how a variety of modifications can reduce conflict and enhance learning.

Credit Hours

1 Semester Credits (post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

Letter Grade

Educating Oppositional and Defiant Children

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

$195

(1 Semester Graduate Credit)


Continue Reading >>

Getting Results with Curriculum Mapping

- 1 Credit - 

1 Semester Credit

(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 study the concepts of curriculum mapping and offers educators concrete advice on how to get the most out of curriculum mapping in classrooms, schools and districts. Teachers new to the concept of curriculum mapping will find this book course a helpful resource to understanding the mapping process and apply it to their curriculum planning and implementation situations. Educators will write chapter reviews and develop curriculum mapping practices for classroom applications that help them plan and strategize their long and short term curriculum delivery.

Teacher feedback about this course

$195

1 Semester Graduate Credit

Getting Results with Curriculum Mapping

- 1 Graduate Credit -

Course Objectives

  1. Teachers will have a working knowledge of the concepts and theories of curriculum mapping for developing school and district curriculum.
  2. Educators taking this course will learn how to use curriculum mapping to learn how to build a learning community and develop curriculum consistency and flexibility.
  3. Students will examine long range mapping for the district and analysis and assessment of data for achievement of school and district goals.
  4. Educators will apply mapping to alternative education settings and benchmark objectives to align curriculum with state standards.
  5. Teachers will be able to use curriculum mapping as a hub to integrate new forms of data decision-making structures and school year instructional planning.

Credit Hours

1 Semester Credit (post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

Letter Grade

Getting Results with Curriculum Mapping

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

$195

(1 Semester Graduate Credit)


Continue Reading >>

Assessment and Grading That Works

- 2 Credits - 

2 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 explains how to relate classroom assessments in all grades and subjects to content standards. It provides examples of grading systems that show students' academic progress, and how to use them to encourage students to learn more. The course looks at report cards and the future of Standards-Based or Topic-Based Schooling. Educators will develop a written application essay or lesson/unit plan and a research review. They may develop lessons, or activities for classroom applications that utilize the assessment or concepts described in the book.

Teacher feedback about this course

$295

2 Semester Graduate Credits

Assessment and Grading That Works

- 2 Graduate Credits -

Course Objectives

  1. Educators will be presented with the rational for changing traditional classroom grading for the new era in standards education and improving student assessments.
  2. Participants will review the role of standards how to design new classroom assessments for alignment with state standards.
  3. Educators will be given examples of alternative scoring systems and techniques to compute grades that reflect standards-based and topic-based schooling.
  4. Participants will be encouraged to utilize the book information to revising grading techniques and practices and also begin the transition of grade transformation in their classrooms.
  5. Educators will be able to develop assessments that encourage learning and begin looking at report cards of the future for Standards-Based or Topic-Based Schooling.

Credit Hours

2 Semester Credits (post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

Letter Grade

Assessment and Grading That Works

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

$295

(2 Semester Graduate Credits)


Continue Reading >>
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