This course focuses on the theoretical models that underlie teaching and learning. Students examine methods for teaching all students, explore lesson plan designs, analyze the most effective teaching strategies to promote student learning, and develop a lesson plan.
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, Hawaii, Indiana, Iowa, Kansas, Kentucky, Massachusetts, Michigan, Minnesota, Missouri, New Jersey, New York, Ohio, Pennsylvania, Rhode Island, Tennessee, Texas, Utah, Wisconsin, Wyoming, and individuals who reside outside the United States.
- Examine different methods for creating lesson plans.
- Explain the role of state and national standards in lesson planning.
- Evaluate appropriate learning progressions for lesson planning in a special education environment.
- Investigate methods for collaboration in planning instruction for diverse learning needs.
- Compare different types of assessments.
- Explain how utilizing RTI (Response to Intervention) promotes collaboration and supports student learning.
- Describe how a collaborative review of assessments, data, and evaluations of student learning can be used to guide lesson planning and instruction.
- Explore strategies for engaging learners to evaluate assessment data and teacher feedback to set goals for their learning.
- Explain the use of formative and summative assessment to drive instructional planning.
- Investigate strategies for incorporating students’ individual IEP objectives into lesson planning.
- Explore the ways in which language, learning styles, and cultural diversity impact planning.
- Assess the importance of planning to accommodate, modify, or differentiate instruction.
- Examine the use of short- and long-term planning for cross-disciplinary integration in special education.
- Integrate technology standards and digital tools and resources to adapt and personalize learning experiences.
- Identify strategies and best practices for teaching exceptional learners, including the use of technology to support assessment, planning, and delivery.
- Describe methods for adapting instruction and providing multiple models of concepts to address the needs of learners.
- Differentiate between remediation, intervention, accommodation, and curricular modifications for instruction.
- Examine the use of student and teacher self-reflection to enhance learning.
- Research different models and theories of classroom and behavior management with respect to cultural backgrounds and differing perspectives.
- Describe a positive, motivating, and supportive classroom environment for the exceptional learner that fosters collaboration and builds ownership of learning.
- Identify safe and appropriate methods of conflict resolution, crisis intervention, and peer mediation.
- Examine tools, resources, and technology for classroom integration and behavior management.
- Describe how collaboration between all stakeholders facilitates a supportive, respectful, and positive student learning experience.
- Evaluate the effect of school, family, and community collaboration for transition planning.
- Examine strategies for collaborating with colleagues, students, and families to set and achieve goals.
- Investigate strategies for working with students to set expectations that foster shared values and respectful communication.
- Describe the benefits of teachers working with colleagues to develop skills and build professional knowledge.
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.