Identify and effectively teach students affected by stress, trauma, and/or violence. Discusses the factors that exist in families and communities where stress and violence are common. Emphasis on understanding and meeting the special learning needs of the student in the regular classroom, and working with parents and community agencies. 30 Undergraduate Level PDP’s. Students must achieve at least an average 70%25 in all exams with no exam below 60%25.

Identify and effectively teach students affected by stress, trauma, and/or violence. Discusses the factors that exist in families and communities where stress and violence are common. Emphasis on understanding and meeting the special learning needs of the student in the regular classroom, and working with parents and community agencies. 40 Graduate PDP’s This course requires additional writing assignments. Students must achieve at least an average of 80%25 in all exams with no exam below 70%25.

Try DI! is designed to provide you an opportunity to learn about an instructional framework, Differentiated Instruction (DI), aimed at creating supportive learning environments for diverse learning populations. Students will be presented a method for self-assessment of the extent to which their current instructional approach reflects the perspective, principles, and practices of the DI approach. The course reflects an approach that aligns the principles of DI with the practices of DI. The concept of a “theory of action” will also be provided within a DI context. The course has also been designed to introduce students to a range of strategies associated with a DI approach. Strategies included in this course have been selected on the basis that they are effective in the widest possible range of educational K-12 settings. This course follows Why DI?: An Introduction to Differentiated Instruction, which addressed the What, Why, and Who of a classroom that reflects a DI approach. The focus of Try DI!: Planning & Preparing a Differentiated Instruction Program is on the When, Where, and How of the DI approach. 55 Graduate PDP’s This course requires additional writing assignments. Students must achieve at least an average of 80%25 in all exams with no exam below 70%25.

Try DI! is designed to provide you an opportunity to learn about an instructional framework, Differentiated Instruction (DI), aimed at creating supportive learning environments for diverse learning populations. Students will be presented a method for self-assessment of the extent to which their current instructional approach reflects the perspective, principles, and practices of the DI approach. The course reflects an approach that aligns the principles of DI with the practices of DI. The concept of a “theory of action” will also be provided within a DI context. The course has also been designed to introduce students to a range of strategies associated with a DI approach. Strategies included in this course have been selected on the basis that they are effective in the widest possible range of educational K-12 settings. This course follows Why DI?: An Introduction to Differentiated Instruction, which addressed the What, Why, and Who of a classroom that reflects a DI approach. The focus of Try DI!: Planning & Preparing a Differentiated Instruction Program is on the When, Where, and How of the DI approach. 45 Undergraduate Level PDP’s. Students must achieve at least an average 70%25 in all exams with no exam below 60%25.

This course, Understanding & Implementing Common Core Standards, has been divided into four chapters. The organization of the course covers the rationale for and design of the Common Core State Standards, the “Common Core Mindset” practitioners need for successful implementation, and what specific actions can be taken for deeper implementation across settings. 55 Graduate PDP’s This course requires additional writing assignments. Students must achieve at least an average of 80%25 in all exams with no exam below 70%25.

This course, Understanding & Implementing Common Core Standards, has been divided into four chapters. The organization of the course covers the rationale for and design of the Common Core State Standards, the “Common Core Mindset” practitioners need for successful implementation, and what specific actions can be taken for deeper implementation across settings. 45 Undergraduate Level PDP’s. Students must achieve at least an average 70%25 in all exams with no exam below 60%25.

Addresses to the hate, fights, anger, crimes committed and the victims in our schools and society, considers the many forms of aggression, both criminal and otherwise, its costs and motivation, its perpetrators and targets, its likely and unlikely locations, its impact on our schools and children; and, most especially, its several causes and promising solutions. 55 Graduate PDP’s This course requires additional writing assignments. Students must achieve at least an average of 80%25 in all exams with no exam below 70%25.

Addresses to the hate, fights, anger, crimes committed and the victims in our schools and society, considers the many forms of aggression, both criminal and otherwise, its costs and motivation, its perpetrators and targets, its likely and unlikely locations, its impact on our schools and children; and, most especially, its several causes and promising solutions. 45 Undergraduate Level PDP’s. Students must achieve at least an average 70%25 in all exams with no exam below 60%25.