• You are here:
  • Home »
  • Classroom Instruction

Category Archives for Classroom Instruction

Strategies for Reaching At-Risk Students in the Elementary Setting

- 3 Credits - 

Instructor:

David A. Beyers Ed.M.

Grade Type:

University Transcript: Pass/Fail Grade

Accredited By:

- Colorado State University Pueblo

Course Description

This course will explore what it means to be "at-risk" and the strategies, programs, and services that exist to support at-risk students. Participants will define the term at-risk, identify strategies from motivating and encouraging at-risk students in the classroom, research available community programs and services, and create a detailed individual student profile and plan.

View Full Course Description

$425

3 Semester Graduate Credits

Item categoryclassroom-instructionpage2 not found.Item ma-categoryclassroom-instructionpage2 not found.Item categoryclassroom-instructionpage22 not found.Item ma-categoryclassroom-instructionpage22 not found.

Strategies for Reaching At-Risk Students in the Elementary Setting

- 3 Graduate Credits -

Course Objectives


From this course, participants will:

  1. Characterize the at-risk student.
  2. Incorporate effective strategies for at-risk students into classroom procedures and policies.
  3. Explore district and community programs for at-risk students.
  4. Develop a comprehensive, individualized plan for an at-risk student.

Credit Hours

3 Semester Credits (post-baccalaureate professional development credit)

Course Instructor

David A. Beyers Ed.M.

Accredited By:

- Colorado State University Pueblo

Grade Type

University Transcript: Pass/Fail Grade

Strategies for Reaching At-Risk Students in the Elementary Setting

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 >>

A Framework for Understanding Poverty

- 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 study the patterns and behaviors of people in the culture of poverty. Social class rules and characteristics of generational poverty are explored. Teachers will examine the latest research as it applies to students in the classroom as well as parents. Educators will learn about improving instruction and academic achievement among students. Educators will research this issue for alternative or additional views to addressing the issue of poverty. Teachers may develop lessons or activities for classroom applications that help all students to be successful in school.

Teacher feedback about this course

$425

3 Semester Graduate Credits

Item categoryclassroom-instructionpage2 not found.Item ma-categoryclassroom-instructionpage2 not found.Item categoryclassroom-instructionpage22 not found.Item ma-categoryclassroom-instructionpage22 not found.

A Framework For
Understanding Poverty

- 3 Graduate Credits -

Course Objectives

  1. Educators will acquire a framework of the culture of poverty and the role of language.
  2. Participants will learn about the hidden roles among social classes and how those roles influence how students work, behave and perceive the school experience.
  3. Educators will learn about the characteristics of generational poverty and how the patters of behavior, problems and world views are passed to future generations.
  4. Participants will explore the resources, role models, discipline and support systems.
  5. Educators will research the culture of poverty issue regarding alternative theories and conclusions presented in the book, as well as present a variety of solutions.
  6. Teachers will develop a lesson or unit plan that utilizes strategies or activities in the book and how to use instructional techniques to improve 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

A Framework For Understanding Poverty

What Others Are Saying About This Course

Jane T. – IL –

“I learned a great deal in this class and appreciate it’s affordability.”                                    

Karen S. – IN –

“Thanks! I loved the book!!”                                    

Catherine H. – MI –

“got it, thanks for the quick response. And I really like hearing that it’s all about me! Cathy (the Poverty one, not the Dropout one) :)”

Dolores H. – MI –

” My name is Dolores Harley. I registered for the online course “Understanding Poverty” in September of 2010. I dove in and read the entire book and started applying the ideas and concepts right away. The book was fascinating and I couldn’t put it down. Due to an extremely heavy work load during the school year I was not able to dedicate the time I wanted to complete the course work. I am beginning that work now. It is my hope that you will accept my work between now and sometime in September, 2011. I am enjoying the work

Marshelle G. – ND –

” Thank you so much for getting this done in such a timely manner! I will be able to have it post marked by the 15th and this saved me paying double to have my SW license renewed! I really appreciate your time! I am glad that my assignments were up to your standards for an “A” grade! I learned so much from this book! Thank you again!”

TLC Testimonials

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

$425

(3 Semester Graduate Credits)


Continue Reading >>

Character and Temperament Types for Educators

- 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

Educators will have a working knowledge of the four temperament types that include: Rational, Guardian, Artisan and Idealist. Personalities of their students and adults in educational and social settings will be explored. Participants will take the personality test to determine what temperament type they are, as well as their own particular teaching and learning style preferences. Educators will be able to apply the character and temperament types to classroom and school settings. They will also examine inter-faculty relationships and school staff to improve communications, productivity and effectiveness.

Teacher feedback about this course

$325

2 Semester Graduate Credits







Item categoryclassroom-instructionpage2 not found.Item ma-categoryclassroom-instructionpage2 not found.Item categoryclassroom-instructionpage22 not found.Item ma-categoryclassroom-instructionpage22 not found.

Character and Temperament Types: Please Understand Me

- 2 Graduate Credits -






Course Objectives

  1. Educators will have a working knowledge of the four temperament types that include: Rational, Guardian, Artisan and Idealist personalities of their students and adults in educational and social settings.
  2. Participants will take the personality test to determine what temperament type they are as well as their own particular teaching and learning styles preferences.
  3. Educators will be able to apply the character and temperament types to classroom and school settings. They will also apply them to inter-faculty relationships and school staff to improve communications, productivity and effectiveness.
  4. Educators will respond to the questions about how personality and character traits apply to classroom instruction, student and teacher effectiveness in school and society

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

Character and Temperament Types: Please Understand Me

What Others Are Saying About This Course

Tracey W. – WV –

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

Tanja S. – CA –

“I enjoyed reading the book, and it will help me understand my students better.”

Bonnie M. – NV –

“Thank you. A lot of work for one credit but I feel I accomplished a task that was worthwhile. Have a Peaceful and Joyous Holiday Season,“

Julia G. – IA –

“I liked the grade rubric for the assignments because it gave me an idea of what you expected on each assignment. I worked toward and “A” for the class and reading the rubric expectations made it easier. “

Tina B. – MD –

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

TLC Testimonials

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


$325

(2 Semester Graduate Credits)









Insert Content Template or Symbol

Continue Reading >>

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.

Teacher feedback about this course

$425

3 Semester Graduate Credits







Item categoryclassroom-instructionpage2 not found.Item ma-categoryclassroom-instructionpage2 not found.Item categoryclassroom-instructionpage22 not found.Item ma-categoryclassroom-instructionpage22 not found.

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

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! “                                    

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.”

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 >>

Gamification in the Classroom

- 3 Credits - 

Instructor:

David A. Beyers Ed.M.

Accredited By:

- Colorado State University Pueblo

Grade Type:

University Transcript: Pass/Fail Grade

Course Description

This course will explore the principles of gaming and gamification, as well as how these principles can impact - both positively and negatively - student engagement and success in the classroom. Participants will explore the key components of popular games and apply them to the their own classroom procedures and pedagogy.  The course will culminate in a Gamified Unit Outline in which participants will incorporate gamification principles and processes into a new or existing unit lesson. Popular tools for gamifying a classroom will also be explored.

View Full Course Description

$425

3 Semester Graduate Credits





Item categoryclassroom-instructionpage2 not found.Item ma-categoryclassroom-instructionpage2 not found.Item categoryclassroom-instructionpage22 not found.Item ma-categoryclassroom-instructionpage22 not found.

Gamification in the Classroom

- 3 Graduate Credits -






Course Objectives

From this course, participants will:

  1. Examine the positive and negative aspects of gaming.
  2. Apply best practices, strategies, and tools for gamifying classroom procedures and lessons.
  3. Explore frameworks for gamification.
  4. Develop a strategic gamification plan for an existing unit or project.

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

Gamification in the 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






Continue Reading >>

Providing Effective Feedback to Foster Student Growth

- 3 Credits - 

Instructor:

David A. Beyers Ed.M.

Accredited By:

- Colorado State University Pueblo

Grade Type:

University Transcript: Pass/Fail Grade

Course Description

This course will explore the importance of providing constant and effective feedback to students. Participants will characterize the critical nature of feedback in the learning process and identify key strategies for improving their current practices. The components of effective feedback, tools for providing feedback, and potential barriers to implementation will also be discussed.

View Full Course Description

$425

3 Semester Graduate Credits





Item categoryclassroom-instructionpage2 not found.Item ma-categoryclassroom-instructionpage2 not found.Item categoryclassroom-instructionpage22 not found.Item ma-categoryclassroom-instructionpage22 not found.

Providing Effective Feedback to Foster Student Growth

- 3 Graduate Credits -






Course Objectives

From this course, participants will:

  1. Examine the role of feedback in the learning process.
  2. Differentiate the key components of effective feedback.
  3. Apply best practices and strategies for providing feedback.
  4. Develop a strategic feedback plan for an existing unit or project.

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

Providing Effective Feedback to Foster Student Growth

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 >>

Strategies for Reaching At-Risk Students in the High School Setting

- 3 Credits - 

Instructor:

David A. Beyers Ed.M.

Accredited By:

- Colorado State University Pueblo

Grade Type:

University Transcript: Pass/Fail Grade

Course Description

This course will explore what it means to be "at-risk" and the strategies, programs, and services that exist to support at-risk students. Participants will define the term at-risk, identify strategies from motivating and encouraging at-risk students in the classroom, research available community programs and services, and create a detailed individual student profile and plan.

View Full Course Description

$425

3 Semester Graduate Credits





Item categoryclassroom-instructionpage2 not found.Item ma-categoryclassroom-instructionpage2 not found.Item categoryclassroom-instructionpage22 not found.Item ma-categoryclassroom-instructionpage22 not found.

Strategies for Reaching At-Risk Students in the High School Setting

- 3 Graduate Credits -






Course Objectives

From this course, participants will:

  1. Characterize the at-risk student.
  2. Incorporate effective strategies for at-risk students into classroom procedures and policies.
  3. Explore district and community programs for at-risk students.
  4. Develop a comprehensive, individualized plan for an at-risk student.

Credit Hours

3 Semester Credits
(post-baccalaureate professional development credit)

Course Instructor

David A. Beyers Ed.M.

Accredited By:

- Colorado State University Pueblo

Grade Type

University Transcript: Pass/Fail Grade

Strategies for Reaching At-Risk Students in the High School Setting

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 >>

Strategies for Reaching At-Risk Students in the Middle School Setting

- 3 Credits - 

Instructor:

David A. Beyers Ed.M.

Accredited By:

- Colorado State University Pueblo

Grade Type:

University Transcript: Pass/Fail Grade

Course Description

This course will explore what it means to be "at-risk" and the strategies, programs, and services that exist to support at-risk students. Participants will define the term at-risk, identify strategies from motivating and encouraging at-risk students in the classroom, research available community programs and services, and create a detailed individual student profile and plan.

View Full Course Description

$425

3 Semester Graduate Credits





Item categoryclassroom-instructionpage2 not found.Item ma-categoryclassroom-instructionpage2 not found.Item categoryclassroom-instructionpage22 not found.Item ma-categoryclassroom-instructionpage22 not found.

Strategies for Reaching At-Risk Students in the Middle School Setting

- 3 Graduate Credits -






Course Objectives

From this course, participants will:

  1. Characterize the at-risk student.
  2. Incorporate effective strategies for at-risk students into classroom procedures and policies.
  3. Explore district and community programs for at-risk students.
  4. Develop a comprehensive, individualized plan for an at-risk student.

Credit Hours

3 Semester Credits
(post-baccalaureate professional development credit)

Course Instructor

David A. Beyers Ed.M.

Accredited By:

- Colorado State University Pueblo

Grade Type

University Transcript: Pass/Fail Grade

Strategies for Reaching At-Risk Students in the Middle School Setting

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 >>

Teaching in the Online and Blended Environments

- 3 Credits - 

Instructor:

David A. Beyers Ed.M.

Accredited By:

- Colorado State University Pueblo

Grade Type:

University Transcript: Pass/Fail Grade

Course Description

This workshop is intended for teachers who are interested in or have already begun incorporating online instruction into their classrooms.  The overall goal of the workshop is to provide participants with a sound methodology and practical strategies for teaching with the Internet.

View Full Course Description

$425

3 Semester Graduate Credits





Item categoryclassroom-instructionpage2 not found.Item ma-categoryclassroom-instructionpage2 not found.Item categoryclassroom-instructionpage22 not found.Item ma-categoryclassroom-instructionpage22 not found.

Teaching in the Online and Blended Environments

- 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.

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

Teaching in the Online and Blended Environmets

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 >>

Universal Design for Learning

- 3 Credits - 

Instructor:

David A. Beyers Ed.M.

Accredited By:

- Colorado State University Pueblo

Grade Type:

University Transcript: Pass/Fail Grade

Course Description

This workshop is intended as an introduction to Universal Design for Learning (UDL).  Students will explore the advantages of designing curriculum with UDL, as well as a variety of technology tools that support its implementation.

View Full Course Description

$425

3 Semester Graduate Credits





Item categoryclassroom-instructionpage2 not found.Item ma-categoryclassroom-instructionpage2 not found.Item categoryclassroom-instructionpage22 not found.Item ma-categoryclassroom-instructionpage22 not found.

Universal Design for Learning

- 3 Graduate Credits -






Course Objectives

From this course, participants will:

  1. Discuss the origin of UDL and its adaptation to a set of principles for education.
  2. Explore the potential of UDL to positively impact the modern classroom.
  3. Identify technologies to address each of the three principles of UDL.
  4. Adapt an existing lesson plan to meet the principles of UDL and technology integration.
  5. Reflect on the UDL model and its 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: Pass/Fail Grade

Universal Design for Learning

What Others Are Saying...

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






Continue Reading >>