Course Fee: $90
Course Numbers: EED x701, SED x701
Standard Course Time: 15 hours
Semester Credits: One (1) academic credit at the post-baccalaureate level (available for an additional fee)
Credit Issued by: Cal Poly Humboldt (refer to our University Credit page for credit pricing and details)
Subject Area: Review of Teaching Fundamentals
Author: Steve Heiniger, M.A.
Although this review of teaching fundamentals course is taught as stand alone class, we believe that the best teaching practices involve the seamless integration of all pedagogical practices. This and other courses serve as a review of the most essential teaching components, which, when integrated together, create the backdrop for the larger professional development for practicing teachers.
This course is designed to define Differentiated Instruction and demonstrate how educators can get excited about meeting the needs of the varied individuals in their classrooms. It is the goal to provide the classroom teacher with simple ways to start differentiating today, as well as provide an abundance of ideas and tools to better meet the needs of students no matter what subject matter or grade level taught. Differentiated instruction can be adapted to meet different teaching styles. There is no single formula to follow; just basic guidelines which can be implemented as comfort levels increase. In this course, we will also tackle the tough issues of managing and assessing students in a differentiated classroom. It is my hope that as you work your way through this course that you realize and are encouraged by the fact that you most likely already do some differentiating already by using sound instructional strategies.
This course is broken into major parts called modules. Each module contains content sections. Within each section, we cover one or more of the outlined learning objectives for the module. At the end of each module, there is a quiz. Some modules include a project. The breakdown for modules within this course is as follows:
Learning Objectives:
Project 1: Learning Style Surveys
Quiz: Multiple-choice questions that pertain to objectives above.
Learning Objectives:
Project 2: Layered Curriculum
Quiz: Multiple-choice questions that pertain to objectives above.
Learning Objectives:
Project 3: Anchoring Activities
Quiz: Multiple-choice questions that pertain to objectives above.
Learning Objectives:
Project 4: Create a Rubric
Quiz: Multiple-choice questions that pertain to objectives above.
Multiple choice questions taken from each module
Learning statements should be in a narrative format – as opposed to an outline format. Depending on individual writing styles Learning statements should be 2-3 pages. The learning statement can vary according to individual style. Your learning statement should answer the broad question of "what did you learn?". To help get you thinking, here are some suggested questions:
Matching teaching style to learning style can have a dramatic effect on student attention in your classroom. Whether auditory, visual, kinesthetic or read/write, the way you learn is probably the way you teach. Because of this, it is important for you to understand your own learning preference, and thus become aware of the effect that it has on your teaching style.
For this project, we would like for you to participate in a learning style survey. While taking the survey, pay attention to what you might learn about yourself. Think about how you teach your lessons; might you notice a correlation between how you teach and your preferred learning style?
In order to execute your online learning style assessment, conduct a Web search using the following words:
vark-learn questionnaire
The results will provide you with an online learning style survey at vark-learn.com. Complete the online survey, taking note to the results provided in relation to your learning style.
Once you have completed your survey and have identified your learning style(s), let's find out more about how your students learn.
You may wish to use the following questions to guide your thoughts:
Visit the "Module Projects" section located within the Course Dashboard, and take a moment to share your findings by submitting your project reflection.
If you are not currently teaching (ie. Summer break, you are a substitute teacher, etc.), each class offers you the ability to complete coursework independent of a classroom assignment.