CUR/520 - Advocating for Learning
Course Description
This course explores strategies and best practices for fostering student engagement and improving teaching and learning in the K–12 educational environment. Participants examine relationship building, classroom culture and climate, and the cycle of effective teaching as ways to positively affect instruction and learning outcomes for all students. Research-based instructional strategies, student supports and differentiated instruction, and ways to collaborate and work toward a culture of continuous improvement are also explored.
This graduate course is 6 weeks.
This course has a prerequisite. Please see details in the Prerequisite section below.
PLEASE NOTE:
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 Alabama, Arkansas, Connecticut, Georgia, Kentucky, Massachusetts, and New York.
Course Objectives
Week 1
- Analyze the key components of a classroom that promotes and facilitates an environment of active and collaborative learning.
- Describe the characteristics of various learning environments.
- Assess the effect that teacher individuality has on instructional practice.
- Reflect on how your own life experiences, biases, and strengths influence your teaching style.
Week 2
- Analyze the importance that knowing the backgrounds, experiences, and interests of students has on instructional practice and classroom management.
- Identify strategies that can be used to obtain different types of learner information.
- Evaluate the importance that parental involvement in the classroom and at home has on teaching and learning.
Week 3
- Compare collaborative and traditional learning environments.
- Identify strategies that will assist educators in meeting the intellectual, social, and emotional needs of all learners.
- Determine ways to locate community resources available in the community in which you teach.
Week 4
- Contrast teaching students in a collaborative learning environment versus a traditional classroom environment.
- Determine the role brain research has on instruction.
- Describe the process for selecting instructional methods.
- Contrast the learning environments of local schools.
Week 5
- Determine various formats for assessment including both formative and summative assessments.
- Contrast assessment of students in a collaborative learning environment versus a traditional classroom environment.
- Analyze assessment data to obtain a clear picture of student learning.
- Utilize assessment data to differentiate instruction.
Week 6
- Determine the impact professional development has on teacher practice.
- Analyze the relationship between reflection and continuous improvement.
- Evaluate current models of professional development utilized in local schools.
Notes
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.Prerequisites
This graduate level course requires proof of completion of a Bachelor's degree. Be prepared to provide documentation during the checkout process.
Disclaimers
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.