Understand how learning is influenced by individual experiences, talents, disabilities, gender, language, culture, family, and community values, and identify differences in approaches to learning and performance, including diverse learning styles and ways in which students demonstrate learning. 40 Graduate PDP’s This course requires additional writing assignments. Students must achieve at least an average of 80% in all exams with no exam below 70%.

The course will explore an innovative teaching model that incorporates strategies for teaching concepts constructively and contextually. The goal is for you to gain a deeper understanding of the underlying concepts of various math topics and explore the principles of teaching those concepts to learners. This course will focus on the topics of number sense, basic operations, and fractions. 30 Undergraduate Level PDP’s. Students must achieve at least an average 70% in all exams with no exam below 60%.

The course will explore an innovative teaching model that incorporates strategies for teaching concepts constructively and contextually. The goal is for you to gain a deeper understanding of the underlying concepts of various math topics and explore the principles of teaching those concepts to learners. This course will focus on the topics of number sense, basic operations, and fractions. 40 Graduate PDP’s This course requires additional writing assignments. Students must achieve at least an average of 80% in all exams with no exam below 70%.

This course will explore an instructional methodology that incorporates strategies for teaching concepts, constructively, and contextually. The goal is for you to gain a deeper understanding of the underlying concepts of various math topics and explore the principles of teaching those concepts to learners. The course will also explore teaching methodologies that support many federal and state standards. This course will focus on the topics of integers, fractions, factoring, and functions. •Students have 6 months to complete course from the time of registration; •You must have a minimum score of 80% on each examination to pass; •This course requires additional writing assignments; •We recommend that you check with your school district/supervisor to verify which level you should enroll in (Undergraduate Professional Development Level or Graduate Professional Development Level) and whether or not these course offerings will meet your district requirements for state certificate re-licensure.

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% in all exams with no exam below 60%.

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% in all exams with no exam below 70%.

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% in all exams with no exam below 60%.

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% in all exams with no exam below 70%.