Category Archives for Diverse Learners

$425

3 Semester Graduate Credits

Format

Type

Item categorydiverse-learners not found.Item ma-categorydiverse-learners not found.Item categorydiverse-learners2 not found.Item ma-categorydiverse-learners2 not found.

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

Format

Type

Insert Content Template or Symbol

USD – Teaching Children with Asperger’s Syndrome

- 3 Credits -

Instructor:

Robin Lasley Ma.Ed.

Accredited By:

- University of San Diego

Grade Type:

University Transcript: Letter Grade

Course Description

This course will help educators understand the learning style theories of Aspergers syndrome and the issues that Asperkids face. A variety of learning strategies and accommodations are presented in order to help students succeed in facing the challenges that schools and life present....

View Full Course Description

$425

3 Semester Graduate Credits

Format

Type

Item categorydiverse-learners not found.Item ma-categorydiverse-learners not found.Item categorydiverse-learners2 not found.Item ma-categorydiverse-learners2 not found.

USD - EDC-X746U - Teaching Children with Asperger's Syndrome

- 3 Graduate Credits -

Course Objectives

Educators will learn about the theories of how and what goes on in the minds of children with Aspergers syndrome and develop an understanding of how they think.

Teachers will examine the various ways of motivating Asperkids by finding and using areas of interest to engage Aspergers kids by listening and facilitating their passions.

Educators will be presented with numerous approaches to help Asperkids perceive the world in concrete sequential ways as they learn random and abstract ways of thinking.

Educators will be able to use the specific strategies to help Asperkids in preparation skills that help them with various methods of getting around obstacles and challenges.

Teachers will develop lessons and activities that utilize various strategies in the book that help Asperkids learn practical skills so they can succeed in school and society.

Credit Hours

3 Semester Credits (post-baccalaureate professional development credit)

Course Instructor

Robin Lasley Ma.Ed.

Accredited By:

- University of San Diego

Grade Type

University Transcript: Letter Grade

USD - EDC-X746U - Teaching Children with Asperger's Syndrome

What Others Are Saying...

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

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

Format

Type

Insert Content Template or Symbol

Best Practices for At- Risk Learners

- 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 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.

$425

3 Semester Graduate Credits

Format

Type

Item categorydiverse-learners not found.Item ma-categorydiverse-learners not found.Item categorydiverse-learners2 not found.Item ma-categorydiverse-learners2 not found.

At-Risk Learners: Best Practices

- 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.

Grade Type

University Transcript: Click Here For Details

At-Risk Learners: Best Practices

What Others Are Saying About This Course

Vicki W. – OH –

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

Carol M. – CO –

“Thank you. You are a rock star!“

Alexis L. – PA –

“Thank you very much for getting back to me so quickly! I just have one more question. Is there any way I can get an electronic copy of my receipt for these two courses? Thank you so much for your time. I’ll be sure to let more of my colleagues know about the wonderful opportunities you present to educators for continuing education!“

David H. – TN –

“I’ve been working on the “Dropout Dilemma” and will probably finish it up tomorrow. Just want to say that I’ve enjoyed becoming acquainted with your viewpoints in “Understanding Hispanic Students” and the “Dropout Dilemma.” … it is refreshing to hear someone in education speak the truth without fear of offending the politically correct. Your observations and recommendations for improving education are spot-on. I can tell you have spent some time in the real-life classroom environment. Thanks for everything”

David H. – TN –

“Once again, I really enjoyed the course and got a lot out of it. Thanks.”

David H. – TN –

“Really enjoyed the course and got a lot out of it. Thanks so much!”

TLC Testimonials

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

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

Format

Type

Regular Classrooms And Gifted Learners

- 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 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.

$425

3 Semester Graduate Credits

Format

Type

Item categorydiverse-learners not found.Item ma-categorydiverse-learners not found.Item categorydiverse-learners2 not found.Item ma-categorydiverse-learners2 not found.

Teaching Gifted Students in the Regular Classroom

- 3 Graduate Credits -

Course Objectives

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.
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.
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.
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.
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

University Transcript: Click Here For Details

Teaching Gifted Students in the Regular Classroom

What Others Are Saying About This Course

Trudy H. – OR –

“Awesome! I just finished the Gifted Learner course and will be e-mailing it right away. I will sign up for that course you suggested too. Thanks so much for helping me with this. It is so nice to talk to an actual person, especially one who is helpful. Be looking for my work.”

TLC Testimonials

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

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)

Format

Type

Essentials of World Languages

- 1 Credit -

1 Semester Credit

(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 explores the new directions schools and districts are taking in designing and implementing flexible world languages programs. It creates a new framework for the value of language learning and for designing world language curriculums that use assessment targets. It discusses issues of instructional environments along with the roles of teachers and curriculum with performance based approaches. Setting various realistic expectations for student's second-language proficiency are also presented. Educators will also research various issues regarding world language instruction as well as develop lessons for classroom implementation.

$225

1 Semester Graduate Credit

Format

Type

Item categorydiverse-learners not found.Item ma-categorydiverse-learners not found.Item categorydiverse-learners2 not found.Item ma-categorydiverse-learners2 not found.

Essentials of World Languages, Grades K-12

- 1 Graduate Credit -

Course Objectives

Teachers will examine the shift to performance-based model of language instruction programs and the challenges associated with new instructional activities, projects and academic assessments.
Students will learn about setting more realistic expectations for attaining student's second-language proficiency using a variety of instructional approaches.
Educators will be presented with new ways to arrange the instructional environment in languages classes as well as creating a new framework for the value of language learning in an increasing global social culture.
Teachers learn about designing curriculum and corresponding assessments. They will review current research in the field of world languages and design new lessons and classroom strategies.
Educators will review the new techniques and concepts that are being developed by teachers nationwide for possible implementation into their instruction.

Credit Hours

1 Semester Credit (post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

Essentials of World Languages, Grades K-12

What Others Are Saying About This Course

Darla M. – OH –

“Thanks for your help and patience. I will forward the course purchase email and the completed assignments emails to you for the Using Technology in the Classroom course separately. I apologize for the confusion. “

TLC Testimonials

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

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

$225

(1 Semester Graduate Credit)

Format

Type

Differentiated Instruction in Mixed-Ability Classrooms

- 1 Credit -

1 Semester Credit

(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 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.

$225

1 Semester Graduate Credit

Format

Type

Item categorydiverse-learners not found.Item ma-categorydiverse-learners not found.Item categorydiverse-learners2 not found.Item ma-categorydiverse-learners2 not found.

Differentiated Instruction in Mixed-Ability Classrooms

- 1 Graduate Credit -

Course Objectives

Educators will learn how differentiated instruction for mixed-ability groups applies to instructional strategies. State or local academic standards are also addressed.
Teachers will examine the role of the teacher in a differentiated classroom setting.
Learners are presented with strategies for managing a differentiated classroom and preparing students and parents for a differentiated classroom approach.
Educators will learn to plan differentiated lessons by readiness, interest and learning profiles for classroom implementation.
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

University Transcript: Click Here For Details

Differentiated Instruction in Mixed-Ability Classrooms

What Others Are Saying About 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.”

Christine W. – CO –

“Thank you. I am looking forward to the next course. The independent study format works so well for me. I’m grateful that it is available.”

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 M. – NY –

“Great content, ease of working on my own time schedule“

Erik K. – ID –

“I learned a tremendous amount from this course and it will improve the quality of my classes in the coming year. Thank you for making this course available.“

Patrick J. – NH –

“Thank you for the confirmation email and for offering such an accessible and engaging course. If there are snail mailings for your courses I would be more than happy to post them around our SAU. Between the middle school, high school, our charter and vocational school we have over 200 full time teachers. This total does not include admin, para-professionals or any faculty from our 8 sending elementary schools. Anyways, I am happy to post signage and pass the professional word. “

TLC Testimonials

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

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

$225

(1 Semester Graduate Credit)

Format

Type

Multiple Intelligences in the Classroom

- 2 Credits -

2 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 review and explore the areas of multiple intelligences as they apply to the classroom. Educators will be able to take the theories of MI and put them into practice in the elementary, middle school, and high school environments. Teachers will examine MI instructional strategies in classroom environments and management. Student assessment, special education, and other applications of MI theory will be presented. Graphic figures, resources, and examples of MI lessons and programs will be examined for teacher applications in school settings

$325

2 Semester Graduate Credits

Format

Type

Item categorydiverse-learners not found.Item ma-categorydiverse-learners not found.Item categorydiverse-learners2 not found.Item ma-categorydiverse-learners2 not found.

Multiple Intelligences in the Classroom

- 2 Graduate Credits -

Course Objectives

Educators will review the basic theory of multiple intelligences by Howard Gardner and its relationship to learning theory as applied to students in classroom settings and school environments.
Teachers will read and learn about MI in curriculum development, classroom management and student assessments for classroom applications.
Students will examine the practical applications of multiple intelligences for the elementary, middle school, and high school levels.
Multiple Intelligence strategies will be explored for cognitive skill development, special education and other subject area applications.
Teachers will analyze existential intelligence and other examples of MI lessons in elective classes and vocational programs for career development.

Credit Hours

2 Semester Credits
(post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

Multiple Intelligences in the Classroom

- 2 Credits - 2 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 review and explore the areas of multiple intelligences as they apply to the classroom. Educators will be able to take the theories of MI and put them into practice in the elementary, middle school, and high school environments. Teachers will examine MI instructional strategies in classroom environments and management. Student assessment, special education, and other applications of MI theory will be presented. Graphic figures, resources, and examples of MI lessons

TLC Testimonials

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

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

$325

(2 Semester Graduate Credits)

Format

Type

Helping Students Who Struggle with Math

- 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 help math teachers use this problem-solving guide to quickly know exactly what to do for students who struggle with math. Basic math concepts and skills, such as place values, whole number computation, decimals and problem-solving are re-presented to help teachers reach students. Educators will evaluate their instructional approaches and adapt a systematic approach to analysis and correction strategies for instruction that enhances learning mathematics. Participants will write and develop lessons or activities for classroom applications that help students remediate and understand and compute mathematics.

$425

3 Semester Graduate Credits

Format

Type

Item categorydiverse-learners not found.Item ma-categorydiverse-learners not found.Item categorydiverse-learners2 not found.Item ma-categorydiverse-learners2 not found.

Teaching Learners Who Struggle with Mathematics

- 3 Graduate Credits -

Course Objectives

Educators will learn about the dissimilar learner and techniques to help students who struggle with mathematics use strategies for using place value in a variety of techniques.
Teachers will reexamine the addition of whole numbers to present the process using a variety of techniques. Then use the techniques in the subtraction of whole numbers.
Educators will learn about applying a variety of techniques for multiplication and division to reach the diverse perspectives and learning styles of students.
A variety of instructional approaches for understanding rational numbers with decimals and presenting them to students who have a hard time working with numbers.
Teachers will develop lesson or unit plans that apply literacy strategies for addressing learning deficiencies and how this can help students improve their mathematical skills.

Credit Hours

3 Semester Credits
(post-baccalaureate professional development credit)

Course Instructor

Whitney Hartwell Ma.Ed.

Grade Type

University Transcript: Click Here For Details

Teaching Learners Who Struggle with Mathematics

What Others Are Saying About This Course

Scott R. – IL –

“Thanks. I gather you did receive my work? I’ll attach it again here anyway, just in case. Thanks, I need to get it graded and the transcript ASAP. I’ve enjoyed these courses, especially the first 2. I’ll be looking for more soon.Let me know if it all didn’t send correctly, I believe it did.“

Gillian B. – CA –

“Thank you, Joseph. I enjoyed the course immensely. Evals on their way!.”

TLC Testimonials

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

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)

Format

Type

Response to Intervention: Understanding RTI

- 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 teacher professional development course familiarizes educators with the RTI system for redesigning schools and possible implementation. RTI aims to meet the needs of struggling students through a pyramid of interventions. The course provides a practical RTI model for teachers, administrators and parents with clear examples of strategies to implement the RTI system components into a school setting. Educators will research the concept and results of the RTI system in districts nationwide. They will develop plans or activities for implementing RTI or its variety of recommendations for school improvement and reform.

$425

3 Semester Graduate Credits

Format

Type

Item categorydiverse-learners not found.Item ma-categorydiverse-learners not found.Item categorydiverse-learners2 not found.Item ma-categorydiverse-learners2 not found.

Response to Intervention: Understanding RTI

- 3 Graduate Credits -

Course Objectives

Educators will acquire an understanding of the basic components and philosophy of the RTI system and design for school for reform.
Participants will study the RTI Multi-tiered Interventions Model Pyramid that explains the intensive, targeted and universal levels of RTI best practices.
Educators will be presented with solutions to address the root causes of student deficiencies and applications of RTI problem solving strategies.
Participants will be able to use data and benchmarks for addressing special education issues and concerns along with RTI professional development needs.
Educators will research the RTI system regarding its effectiveness in schools where it has been implemented and apply RTI concepts for use in their school district.

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

Response to Intervention: Understanding RTI

What Others Are Saying About This Course

Megan S. – OR –

“Thank you very much! As discussed, I modified my final essay to be more of a working document for the preparation to guide our newly formed bullying awareness and prevention group in our county. My research outside of the book has really helped to supplement ideas for implementation, as well. I hope you enjoy my work! I have to renew my license by June, so I just wanted to be sure I got this in to you right away!”

Peter M. – NJ –

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

TLC Testimonials

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

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)

Format

Type

Fifty Strategies for English Language Learners

- 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 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.

$425

3 Semester Graduate Credits

Format

Type

Item categorydiverse-learners not found.Item ma-categorydiverse-learners not found.Item categorydiverse-learners2 not found.Item ma-categorydiverse-learners2 not found.

English Language Learners: 50 Strategies

- 3 Graduate Credits -

Course Objectives

Educators will learn about enhancing instruction through planning and visual scaffolding for language support and connecting communication to the real world.
Participants will learn how to create language-focused lessons, including read aloud techniques, to support ELL vocabulary building.
Educators will be exposed to academic language scaffolding and creating frameworks for language acquisition in skill level groupings while supporting individualized instructional needs.
Participants will be presented with dictoglos, GIST, and syntax surgery concepts for manipulating English grammar to comprehend a variety of language forms.
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

University Transcript: Click Here For Details

English Language Learners: 50 Strategies

What Others Are Saying About This Course

Megan S. – OR –

Jack A. – CO –

“This course was great!“

TLC Testimonials

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

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)

Format

Type