This course focuses on the theoretical models that underlie teaching and learning in middle and high school settings. Teacher candidates examine methods for teaching all students, explore lesson plan designs, analyze the most effective instructional and questioning strategies to promote student learning, and develop a lesson plan. Candidates also explore assessment and its relationship to lesson planning, apply the backward design process to unit and lesson planning, and analyze methods of collaborating with colleagues and communicating with parents and families.
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.
- Analyze theoretical models that underlie teaching and learning.
- Analyze the relationship between academic content standards and short- and long-term planning.
- Differentiate between content standards, goals, and objectives.
- Convert content standards into learning goals and instructional objectives.
- Examine ways to create an inclusive, multicultural environment.
- Examine the role of assessment in data-driven decision making.
- Distinguish between formative and summative assessments, including how and when to use each type of assessment.
- Evaluate the use of rubrics to assess student learning.
- Identify strategies for using assessment data to drive instructional planning and differentiation of learning.
- Analyze assessment data to identify patterns and gaps in student learning.
- Identify key components of the backward design process for unit and lesson planning.
- Compare and contrast lesson plan formats and approaches to lesson planning.
- Apply appropriate content standards and learning progressions to instructional planning.
- Apply the backward design process to create effective unit plans.
- Differentiate between teacher-centered and student-centered instructional strategies.
- Examine instructional strategies that develop critical thinking skills, promote student engagement, and deepen student understanding of subject matter content.
- Explore effective and appropriate uses of technology for student engagement and learning.
- Design a lesson plan that aligns with content standards, promotes student engagement, and incorporates essential questions, differentiation, and cross-disciplinary skills.
- Evaluate methods of differentiating instruction to meet the needs of culturally and academically diverse learners.
- Examine key components of the response to intervention (RTI) process at the secondary level.
- Compare methods of grouping students for the purpose of differentiating instruction.
- Analyze the benefits of collaborating with colleagues to improve teaching and learning.
- Evaluate the impact of family, school, and community relationships on student learning.
- Identify a variety of approaches for communicating with parents.
- Formulate a plan to use teacher reflection and problem solving to improve teaching practice.
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.