This course focuses on the attributes and pedagogy specific to young children, in addition to theoretical models of curriculum development, instruction, and assessment that optimize teaching and learning in the early childhood setting. Participants examine methods for designing lessons and explore effective teaching strategies to promote learning.
This graduate course is 4 weeks.
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, and Kentucky.
Topics and Objectives
Learning Goals, Objectives, and Lesson Planning
- Differentiate between goals and objectives.
- Relate Bloom’s Revised Taxonomy and Depth of Knowledge (DOK) to writing goals and objectives.
- Write developmentally appropriate objectives.
- Explain how a lesson plan objective relates to instruction.
- Describe the components of a lesson plan.
- Compare different approaches to lesson planning.
- Explain the role of standards in planning and instruction.
- Determine the information needed to make instructional decisions in an early childhood setting.
- Design a lesson plan.
- Compare the strengths and weaknesses among assessment types.
- Create instructionally sound assessments appropriate for young children.
- Design a rubric to identify criteria for evaluating a learning activity.
- Describe how assessments and evaluation of children’s learning can be used to guide lesson planning and instruction.
- Compare the effectiveness of various instructional strategies for young students.
- Demonstrate how to use various instructional strategies to promote student-centered learning.
- Integrate graphic organizers and concept mapping to promote lesson planning and instruction.
- Describe how students’ critical thinking can be promoted through effective objectives, questioning, and activities.
- Describe methods of differentiating instruction to meet the needs of culturally and academically diverse students.
- Explain how response to intervention (RTI) supports student learning.
Evaluation, Reflection, and Promoting Student Learning and Development
- Describe the importance of self-reflection for lesson planning.
- Describe how assessments and evaluation of student learning can be used in lesson planning.
- Critique lesson plans.
- Evaluate your personal disposition toward the teaching profession.
- Develop classroom management strategies to positively affect lesson delivery and student learning.
- Explain the effect of school, family, and community relationships on teaching and learning.
- Describe how addressing student diversity in lesson planning can promote student learning.
The University of Phoenix reserves the right to modify courses.
Although our continuing teacher education 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 teacher education courses are 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 or not 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. Please check with an Enrollment Representative.
If you have a question contact us at 866-354-1800.