This course focuses on the theoretical models that underlie teaching and learning. Teacher candidates analyze effective teaching strategies that encourage learners to develop a deeper understanding of content and to promote critical thinking. Candidates also explore assessment and its relationship to lesson planning.
If you reside in California please click here to enroll in the California version of this course.
This graduate course is 6 weeks.
This course has a prerequisite. Please see details in the Prerequisite section below.
Attendance and participation are mandatory in all university courses, and specific requirements may differ by course. If attendance requirements are not met, a student may be removed from the course. Please review the Course Attendance Policy in the Catalog for more information.
This course is not available for enrollment to residents of Arkansas, Connecticut, Iowa, Kentucky, Massachusetts, Minnesota, Missouri, New York, Ohio, Wisconsin, Wyoming and individuals who reside outside the United States.
- Explain the role of standards in planning and instruction.
- Differentiate between goals and objectives.
- Create developmentally appropriate goals and objectives.
- Examine the importance of understanding the cultural backgrounds, strengths, and needs of learners for developing appropriate learning goals.
- Explain the role of assessment in data-driven decision making.
- Differentiate between the purposes and types of formative and summative assessments.
- Analyze strategies for using assessment data to inform instructional planning and differentiation of instruction.
- Analyze the use of rubrics for evaluating student learning.
- Describe the components of a lesson plan.
- Compare and contrast approaches to lesson planning.
- Investigate methods of collaboration with professional stakeholders to meet diverse learning needs.
- Apply appropriate content standards and learning progressions to instructional design.
- Design appropriate lessons that support diverse learners and desired outcomes.
- Describe how key teacher behaviors contribute to effective teaching.
- Compare direct and indirect instructional strategies that promote student learning.
- Examine strategies to incorporate inquiry-based learning into curriculum development and instruction.
- Apply methods of differentiated instruction to meet the learning styles of culturally and academically diverse students.
- Identify questioning strategies that promote student reflection and critical thinking.
- Determine strategies to promote student engagement and motivation.
- Examine methods of enhancing student learning through remediation and extension activities.
- Evaluate strategies for using digital and interactive technologies to enhance student learning.
- Describe the importance of self-reflection in improving practice.
- Analyze the use of assessments to improve instructional practices and student learning.
- Describe the roles of professional learning communities and stakeholder collaboration to improve teaching and learning.
- Develop a professional growth plan based on reflection and evaluative feedback.
This graduate level course requires proof of completion of a Bachelor's degree. Be prepared to provide documentation during the checkout process.
During the checkout process you will be prompted to provide proof of the requirement(s). If you completed the prerequisite at another institution be prepared to upload an official/unofficial transcript. If you have questions about meeting the prerequisite requirements for this course please contact an enrollment representative at 866-345-1800.
The University of Phoenix reserves the right to modify courses.
Although our continuing education for teacher’s courses are accepted by some state agencies in the United States toward teacher certifications and endorsements, this may not be the case in all states or foreign jurisdictions. If you plan to use courses for certification or endorsement, please check with your own state agency and your school district for applicability. Continuing education for teachers’ courses is not eligible to apply to degree programs at University of Phoenix. These courses are not eligible for federal financial aid.
Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether credits earned at University of Phoenix will be accepted by another institution of the student’s choice.
While widely available, not all programs are available in all locations or in both online and on-campus formats. More information about eligibility requirements, policies, and procedures can be found in the catalog or please check with a University Enrollment Representative.