Continuing Professional Education Courses (CPE)
- America's Political Heritage: An Educator's Guide
- An Educator's Guide to ADHD
- An Educator's Guide to Dealing with Difficult Parents and with Parents in Difficult Situations
- An Educator's Guide to Preventing Bullying In and Out of the Classroom
- Autism: Putting the Puzzle Pieces Together
- Basic Spanish for the Educational Setting
- Classroom Management for Students with Emotional and Behavioral Disorders
- Differentiated Instruction for the Mixed-Ability Classroom
- Economics for Educators
- Effective Teaching Strategies for Increasing Student Achievement
- Increasing Student Achievement Through Effective Classroom Management
- Intermediate Spanish for the Educational Setting
- Pennsylvania: A History of the Commonwealth
- Positive and Proactive Classroom Management for the 21st Century
- Psychology for Educators
- Reading in the Content Area
- Semantic Mapping: Visual Strategies for Active Learning
- Special Education: Disabilities and Designing Instruction
- Specific Strategies and Interventions for the Most Difficult to Manage Students
- Teacher's Toolbox: 21st Century Educator
- Teacher's Toolbox: Building Self Esteem in the Classroom to Achieve Success, Beat Bullying ......
- Teacher's Toolbox Series: Gangs and School Violence
- Teacher's Toolbox: How to Effectively Communicate with Parents
- Teacher's Toolbox: How to Identify and Combat Bullying In Our Schools
- Teacher's Toolbox: How to Moodle
- Teacher's Toolbox: Teaching What Really Happened: The Holocaust
- Teaching Self-Determination to Students with Disabilities
- Technology for Educators Series: Basic Technology for Non-Techie Teachers
- The American History for Educators Series: America from Province to Nation
- The American History for Educators Series: The American Revolution
- The American History for Educators Series: The Civil War and Reconstruction
- The History of Issues and Challenges Facing Public Education
- Using Functional Behavioral Assessment and Positive Behavior Supports to Manage Challenging Behavior
- Using Multiple Intelligences to Teach Diverse Students
- Using Rubrics to Assess Student Performance
- Central Intermediate Unit 10
- Effective Teaching Strategies for Increasing Student Achievement
Effective Teaching Strategies for Increasing Student Achievement
CPE Course #20110222
Upcoming Session Dates
September 12 - October 12, 2019
Registration deadline for this session is September 5, 2019. Payment must be received in the CIU 10 office on or before September 5, 2019. Late fee of $15.00 will be charged for payments received after September 5, 2019.
March 3 - March 31, 2020
Registration deadline for this session is February 25, 2020. Payment must be received in the CIU 10 office on or before February 25, 2020. Late fee of $15.00 will be charged for payments received after February 25, 2020.
This three-credit course is designed for teachers from grades K-12. This is an online Moodle class and each session contains a series of lessons, video, written response, and other activities. This course will provide educators with an in-depth exploration of instructional principles and strategies that will maximize student performance and enable them to better meet the Pennsylvania Academic Standards and perform well on state and local assessments.
This course, which lasts approximately 30 days, will be completed strictly online using the Moodle platform. The instructor for this course is Agolino Educational Services. Pending receipt of payment, participants will receive an email from Agolino Educational Services containing their log-on information the night before the course begins.
Participants who successfully complete all requirements of this course will earn Three (3) PDE Graduate Level Credits, equal to 90 Act 48 Hours.
Participants will be able to:
- summarize and react to the class lectures and discussions by writing a journal entry for each session.
- locate and write critiques of professional journal articles about concepts discussed during class sessions.
- formulate a reaction in writing to the following statement: "When seatwork activity is excessive, student engagement may decrease. Do you agree or disagree?"
- formulate a reaction in writing to the following statement: "All students can master a subject given sufficient time and appropriate instruction. Do you agree or disagree?"
- formulate a reaction in writing to the following state: "Describe your beliefs about covering material versus teaching it?" (depth vs. breadth)
- create a lesson plan that includes at least three of the ten effective teaching principles and incorporates the Pennsylvania Academic Standards for the subject they teach.
- write a lesson plan that utilizes scaffolded instruction and incorporates the Pennsylvania Academic Standards for the subject they teach.
- write a plan of implementation in which they will elaborate on at least three teaching strategies that were presented in this course. In their paper, they will discuss the research on the teaching principle as well as show how they can apply the teaching principle in their own classrooms to increase their students' performance and maximize their students' potential.
- interpret the implications of the No Child Left Behind Act of 2001 and its impact on public education.
- list ten areas of research on effective teaching.
- summarize how each of the ten effective teaching principles has potential limitations and barriers that could prevent the bridging of research and practice.
- compare and contrast teacher-centered and student-centered paradigms.
- articulate five practices that effective teachers routinely engage in on a daily basis.
- support ideas with detail and examples on why it is crucial that a careful content match is made between student level of achievement and task assignment if high student success rates, and thereby improved learning outcomes, are to occur.
- explain four main variables that appear to interact and impact substantially on both the amount and the quantity of content coverage.
- summarize four instructional models that incorporate scaffolded instruction.
- examine how the prior knowledge a learner brings to a task plays a central role in the acquisition of new learning.
Graduate Level RequirementAct 48 requires 42 hours of instruction plus 48 hours of out-of-class activity including a course project. Participants' out-of-class assignments include but are not limited to:
- complete activities that incorporate the Pennsylvania Academic Standards.
- write a plan of implementation that will include the effective teaching strategies and methods presented in this course. This plan will state how methods and strategies can be used in their own classrooms.
- read and summarize chapters in Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement.