Libraries

Reading / Language Arts

Instructional Strategies

English Language Learners

Transforming Instruction with Technology

Classroom Management / Creating Effective Learning Environments

Beginning Teachers

Special Education

School-wide Programs – Title I, Part A

Counselors

Support Staff

Customized Libraries

Highly Qualified Teacher Title II, Part A

Today's Classroom: Foundations of and Current Trends in Education

Price

Today's Classroom: Foundations of and Current Trends in Education

Humboldt State University

  • Tuition: $250.00
  • Tuition: $230.00
  • (You Save: $20.00)
  • Hours: 30.00
  • University Credits: 2.00
  • Promotions
What you need to know

CE Credits Online and Humboldt State University Extended Education are pleased to offer you online professional development courses designed to improve teaching and student achievement.

  • Standards-based
  • Asynchronous – start at any time
  • Self-paced – work at your own convenience
  • Completely online – no commuting, parking, missed classes and no dress code!
  • User friendly and engaging with numerous videos that model new strategies and skills
  • Facilitated by highly trained moderators.

Humboldt State University (HSU): HSU offers post baccalaureate, 700 level credits based on a semester system. The credit fee due from the student is $50 per credit.  

Initiating Your University Credit Request
CE Credits Online is the course provider and Humboldt State University is the accrediting institution. The HSU Office of Extended Education issues the university credit, and there is a fee of $50 per credit.  Upon completion of your course, you have two weeks to apply and pay for university credit.   University credit fees are not included in the price listed.  Once we have verified that all your coursework is completed and approved, and we have received the credit fees, your paperwork, along with the fees, will be sent to Humboldt State University for processing at the end of each month. The processing of your credits can take up to 6-8 weeks from the time of your request.

For more information regarding this process you may visit University Affiliations.

Course Description

Course Description:

This course provides teachers with the tools they need for effective teaching strategies in today’s classroom, including classroom environment, setup, differentiated instruction techniques, classroom management, alternative assessments and modifications for diverse learners. Videos model different teaching techniques giving participants an opportunity to “visit” and observe other teachers in action.

Course Objectives:

  • To introduce course participants to American education, from its history and the governmental policies that has guided it, down to the actual workings within today’s classroom.
  • To identify the leaders affecting public education, including those considered innovators.
  • To discuss the development of a child, including the theories of Piaget, Vygotsky, Erikson and Kohlberg. To identify and address individual differences in learning and diversity in the classroom.
  • To discuss the scientific approach to learning, including the behavioral, cognitive and constructivist theories.
  • To identify the factors that influence motivation.
  • To identify methods to create an environment that promotes better learning.
  • To discuss traditional versus alternative methods of assessment.
Syllabus
  • Course:
    Today "s Classroom: Foundations of and Current Trends in Education
  • Prerequisites:
    None

Course Description:

This course will introduce you to American education, from its history and the governmental policies that have guided it, down to the actual workings within today’s classroom. Education reflects the culture and values of society, and, when these change, education follows suit. Reform efforts in society have dramatically altered American education, and this course will present an overview of these changes and the challenges that beset the classroom teacher. The role of the teacher has changed significantly over the past decade. Teachers are the facilitators of acquiring knowledge rather than the possessors of knowledge. Students need to be active learners during their schooling experience, and the responsibility of education does not lie solely with the teacher; students, families and community members are all participants in the educational process of a child. This course will open your eyes to the world of education, and will equip you with teaching strategies to be an effective teacher and ensure that no child is left behind.
  • comprehending the problem and identifying relevant data
  • analyzing the problem’s internal structure to determine what type of problem it is
  • selecting a viable solution process and carrying it out
  • explaining the solution process both orally and in writing.

Course Objectives: Participants will

  • To introduce course participants to American education, from its history and the governmental policies that have guided it, down to the actual workings within today’s classroom.
  • To identify the leaders affecting public education, including those considered innovators.
  • To discuss the development of a child, including the theories of Piaget, Vygotsky, Erikson and Kohlberg.
  • To identify and address individual differences in learning and diversity in the classroom.
  • To discuss the scientific approach to learning, including the behavioral, cognitive and constructivist theories.
  • To identify the factors that influence motivation.
  • To identify methods to create an environment that promotes better learning.
  • To discuss traditional versus alternative methods of assessment.

Student Expectations:

This online course is experiential and interactive. Participants will engage in a variety of activities to learn, practice, and apply the skills outlined in the course. This will include workbook exercises, short answers that are reviewed by a moderator, quizzes, observation and analysis of lessons, coaching interactions with a coaching partner that include feedback and analysis of both the lesson and the coaching episode. A final exam is also a part of the course. Participation in all of these areas is necessary for students to successfully complete the course with a passing grade.

Credit:

Upon completion of the course, students can decide if they would like to receive credit and from which university they would like to receive credit. Please see University Affiliations under the Information Center for the cost per credit.

Class Outline:

  • Lesson 1
    • 1.a The History of Public Education
    • 1.b Classrooms of Yesterday and Today
    • 1.c The Purpose of Public Education in America
    • 1.d Events in the History of American Public Education
    • 1.e Forum Exercise - Events in the History of American Public Education
  • Lesson 2
    • 2.a Leaders Affecting Public Education
    • 2.b Defining the Central Role of Public Education
    • 2.c Forum Exercise - Defining the Central Role of Public Education
    • 2.d Innovators in Education
    • 2.e More on Innovators in Education
    • 2.f Quiz - Innovators in Education
    • 2.g For Your Enjoyment
  • Lesson 3
    • 3.a The Development of a Child
    • 3.b Reflection on the Child
    • 3.c Cognitive Development
    • 3.d More on Cognitive Development
    • 3.e Quiz - Cognitive Development
    • 3.f Forum Exercise - Cognitive Development
    • 3.g Piaget’s Theory of Cognitive Development
    • 3.h Quiz - Piaget’s Theory of Cognitive Development
    • 3.i Vygotsky’s Theory of Cognitive Development
    • 3.j Quiz - Vygotsky’s Theory of Cognitive Development
    • 3.k Vygotsky’s Theory Video
    • 3.l Quiz - Vygotsky’s Theory Video
    • 3.m Cognitive Development Theory in Action
    • 3.n Quiz - Cognitive Development Theory in Action
    • 3.o Social and Emotional Development
    • 3.p Erikson’s Theory of Personal Development
    • 3.q Forum Exercise - Erikson’s Theory of Personal Development
    • 3.r Kohlberg’s Theory of Moral Development
    • 3.s Quiz - Kohlberg’s Theory of Moral Development
  • Lesson 4
    • 4.a Individual Differences in Learning
    • 4.b Diversity in the Classroom
    • 4.c Forum Exercise - Diversity in the Classroom
    • 4.d Forum Exercise - Diversity in the Classroom
    • 4.e Learning Styles
    • 4.f Howard Gardner’s Multiple Intelligence Theory
    • 4.g Quiz - Visual, Auditory, and Tactile/Kinesthetic Learners
    • 4.h Visual, Auditory, and Tactile/Kinesthetic Learners
    • 4.i Quiz - Visual, Auditory, and Tactile/Kinesthetic Learners
    • 4.j Lesson Plan Adaptation
    • 4.k Forum Exercise - Diversity in the Classroom
    • 4.l Varying Abilities in the Classroom
    • 4.m Are You Ready to Address Learner Differences in the Classroom?
    • 4.n Forum Exercise - Are You Ready to Address Learner Differences in the Classroom?
  • Midterm
  • Lesson 5
    • 5.a The Scientific Approach to Learning
    • 5.b Behaviorist Theories of Learning
    • 5.c Classical Conditioning
    • 5.d Quiz - Classical Conditioning
    • 5.e Operant Conditioning
    • 5.f Quiz - Operant Conditioning
    • 5.g Quiz - Operant Conditioning
    • 5.h Cognitive Theories of Learning
    • 5.i Quiz - Cognitive Theories of Learning
    • 5.j Constructivist Theories of Learning
    • 5.k Quiz - Constructivist Theories of Learning
    • 5.l Combining Theories
  • Lesson 6
    • 6.a Motivation
    • 6.b Teachers in Action
    • 6.c Individual Factors Influencing Motivation
    • 6.d Intrinsic vs. Extrinsic Motivation
    • 6.e Quiz - Intrinsic vs. Extrinsic Motivation
    • 6.f Maslow’s Hierarchy of Needs Theory
    • 6.g Quiz - Maslow’s Hierarchy of Needs Theory
    • 6.h Attribution Theory
    • 6.i Forum Exercise - Attribution Theory
    • 6.j Expectancy x Value Theory
    • 6.k Quiz - Expectancy x Value Theory
  • Lesson 7
    • 7.a Learning Environments
    • 7.b The Teacher in Action
    • 7.c Part I—Classroom Management
    • 7.d Classroom Set-up
    • 7.e Desk Arrangements
    • 7.f Centers
    • 7.g Forum Exercise – Centers
    • 7.h Bulletin Boards
    • 7.i Personal Touches
    • 7.j Forum Exercise – Personal Touches
    • 7.k Organization
    • 7.l Quiz – Organization
    • 7.m Forum Exercise - Organization
    • 7.n Rules and Procedures
    • 7.o Creating Rules and Procedures
    • 7.p Following the Rules and Procedures
    • 7.q Quiz - Following the Rules and Procedures
    • 7.r Discipline
    • 7.s Part II—Instructional Methods
    • 7.t The Teacher’s Knowledge of the Subject Matter
    • 7.u Lesson Planning
    • 7.v Quiz - Lesson Planning
    • 7.w Presentation of Material
  • Lesson 8
    • 8.a Assessment
    • 8.b What is Assessment?
    • 8.c Forum Exercise - What is Assessment?
    • 8.d Traditional Testing
    • 8.e Using Tests For Assessment
    • 8.f Points of View on Classroom Testing
    • 8.g Alternative Assessments
    • 8.h Techniques of Alternative Assessment
    • 8.i Forum Exercise - Techniques of Alternative Assessment
    • 8.j The Use of Rubrics
    • 8.k Points of View on Alternative Assessment
    • 8.l Forum Exercise - Points of View on Alternative Assessment
    • 8.m The Growing Importance of Assessment
    • 8.n Your Assessment
  • Evaluation
  • Final Exam

Contact Information:

info@cecreditsonline.org

425.788.7275

Your State Information

CE Credits Online Anytime-Anywhere

  • Standards-based
  • University credits available*
  • Asynchronous – start at any time–24/7
  • Self-paced – work at your own pace and convenience
  • Completely online – no commuting, parking, missed classes and no dress code
  • User friendly and engaging with numerous videos that model new strategies and skills

*University Credits: All CE Credits Online courses are eligible for University Credit. Please visit our University Affiliation page for more information. (University credit fees are additional)

We are affiliated with the Humboldt State University (HSU), part of the California State University System, located in Arcata, CA.

Approved for graduate level semester credits

  • 45 hours = 3 semester credits
  • 30 hours = 2 semester credits
  • 15 hours = 1 semester credit

Receiving HSU Semester Credit: On or about the 1st and the 16th of every month CECO submits completion paperwork to HSU along with the participant’s fee of $50 per credit. Processing the credits through HSU can take up to 6-8 weeks from the time of the initial credit request. Please visit our University Affiliation page for more information. (University credit fees are additional)

Promotions

Teaching English Language Learners: An Introduction

  • $249 through July 31, 2015
  • Use promo code July15 at checkout

Newsletter


CE Credits Online is pleased to announce it is launching the CE Credits Online Monthly Newsletter. Every month the newsletter will offer a discount on one or more CE Credits Online courses—often with savings that can amount to hundreds of dollars. The only way to receive these discounts (using a promotional code) is to receive the newsletter. The newsletter is free and will have various features we believe will be of interest to all educators.

Once you sign up for the newsletter, you will receive a confirmation email and a link to the CE Credits Online Newsletter and the discounts that are being offered for that month. Discounts change monthly.

Click Here to Sign Up.

*Does not apply to all districts

Why Choose CE Credits Online

CE Credits Online has been providing continuing education credits to K-12 educators since 2002. Our courses are offered nationwide, serving the professional learning needs of thousands of K-12 educators. Our courses are:

  • Standards-based
  • High-quality online professional learning courses designed to improve teaching and student achievement.
  • 100% online - no commuting, no missed classes, and no dress code.
  • Self-paced courses, offering participants the flexibility to work anytime, anywhere, 24/7.
  • Facilitated by highly trained moderators, experienced in education 
  • User-friendly and engaging with numerous videos that model new strategies & skills 
  • All CE Credit Online courses are eligible for University Credits (for an additional fee) through our university affiliates. Please visit our University Affiliation page for more information.

Our courses cover a variety of instructional areas and meet the needs of many educator groups, including;

  • Reading / Language Arts
  • Instructional Strategies
  • English Language Learners (ELL)
  • Transforming Instruction with Technology
  • Classroom and Behavior Management
  • Creating Effective Learning Environments
  • Beginning Teachers
  • Special Education
  • Counseling
  • Support Staff
Reviews
  • Wow! I really enjoyed this course. The availablity for me to work at my own pace over the summer was just what I needed. I really enjoyed the format that was used in the lessons that were presented. The refresher course on the history of education and the impact that leaders have had on our educational system was very intersting to me. There is so much that you forget after you have graduated from college and moved out into the working environment. It was a trip going down memory lane to go back and think through the theories of great minds such as those of Piaget, Maslow, Erickson, Vygotsky, Gardner and Kohlberg. I still struggle with the No Child Left Behind law. I live and teach in Alaska. Our geographics is much different from that of other states. There are many communities (villages) and teachers within these communities that struggle to meet the requirements for this law. I do appreciate this being a topic that was touched upon at the end of this course. Thank you.

    What a participant from Alaska said about Today's Classroom: Foundations of and Current Trends in Education
  • All the information from “Today’s Classroom Foundation of and Current Trends in Education” has given me a lot to think about. Although, what I found to be most beneficial and useful is the understanding that not everyone is going to be equal in their abilities, but that we give everyone, through a good public education, an equal opportunity to increase their capabilities so that they can succeed in life. Some useful aspects from the information that I found to contribute to a good public education are: more insight into what is expected from the Common Core Standards, theories of learning, classroom management, and the utilization of alternative forms of assessments. Understanding of Common Core Standards, theories of learning, classroom management techniques, and alternative forms of assessments will give me as an educator the foundation needed to provide students with the learning environment they need to progress emotionally, physically and academically. By using Common Core Standards as my foundation, I can provide my students with a more in depth understanding of not only what they need to know but also the how’s and why’s of what they know. Incorporating the various models of learning, I can use research on learning that provides intrinsic and extrinsic rewards that motivate students to learn the concepts expected. For example, I plan to involve the ABC model of learning to enhance the enthusiasm for learning in my classroom. I plan to combine this research with the classroom techniques discussed in the course to enhance the learning environment of my classroom. Providing a personal and organized classroom with clear expectation and rewards will create a positive atmosphere for students to reach their potential. Assessments provide the tools to evaluate a student’s progress and plan accordingly. The ideas on alternative assessments have opened my eyes to creating tests and rubrics that evaluate the whole child. These aspects of the course are only a few examples of what I plan to draw on as an educator. This course has given me a firm and stable foundation to provide my students the skills they need to be successful inside and outside of the classroom. If every teacher in the United States implemented the information that has been given in this course, our schools would be more effective. I plan to take what I have learned and apply it to my classroom.

    What a participant from California said about Today's Classroom: Foundations of and Current Trends in Education
  • Your Assessment One item I found to be beneficial and useful was “Leaders Affecting Public Education.” I never knew how it all ties together to shape where we are today. The section “More on Innovators in Education” was quite eye opening. I could have easily spent a week or two reading about them from Hughes to Mann to Brown to Hirsch Jr. Another item I found quite enlightening and eye opening (again) was the behaviorist, cognitivist, and constructivist views of development and realizing I am a bit of all three. Once again, I could have without difficulty spent weeks reading about Piaget, Vygotsky, Erickson, and Kohlberg. I took a short course during my undergrad and found that material amazing. Lastly, most useful was the section on “Motivation.” Get students or people to do what you ask them to do. Whether it’s intrinsic or extrinsic it fascinating to see the nuts and bolts of how it actually works - from watching a commercial on TV, reading an advertisement it a magazine, to simply asking someone to do a favor there is some motivational factor that makes them do it.

    What a participant from California said about Today's Classroom: Foundations of and Current Trends in Education
  • In this class, I have learned several things. I learned how to incorporate graphics, shapes, using different color pens, and how to record lessons in order to review. This will definitely change my teaching practice for the better because I will and already have starting incorporating these practices in my classroom. I really like the use of the recorder for the skill development of the lesson to go back and review. I feel the video training was a 5/5 because it was VERY valuable to be able to see the actual tools being used in action.

    What a participant from California said about Today's Classroom: Foundations of and Current Trends in Education
  • I liked how the course assessed my knowledge in a variety of ways. Forum posts, quizzes, and journal reflections allowed me to show my knowledge about the various topics in a variety of ways. I especially liked the forum posts because I was able to apply what I learned to my own teaching experiences. Having a monitor read and reply to my posts was also helpful because I was able to figure out where I needed to expand on some of my ideas. The videos were also beneficial because I was able to see what I read about put into practice. I was also able to decide what methods I liked and what methods I would tweak and make them my own in the middle school setting. Lastly, I liked all the supplementary websites, articles, etc. that were provided in this course for me to take a look at on my own time. Any chance I get to develop myself professionally I take advantage of. I am excited to explore some of these websites further and share them with my colleagues.

    What a participant from Massachusetts said about Today's Classroom: Foundations of and Current Trends in Education
  • I found many different aspects of this class to be beneficial and there are many topics that I will be able to use in the building on a daily basis. It had been quite a while since I was exposed to the historical educational leaders of the past who really framed what are educational system looks like today. It was very valuable and refreshing to study and examine the beliefs on many of these historical educational leaders. It was interesting to me that even some of the ideas and conecpets established in the 1800 or early 1900's could still be looked at as being very valuable today. I also thought that lesson 4 which involved diverstiy in the classroom was a very valuable lesson for me and our school district. I think all teachers are always working on reaching all students in their classroom on a daily basis. Each one of them is directly affeect by the diversity they may face in the classroom at many different levels. This lessson did a nice job of showing how teachers can address those issues of diversity in the classroom as to reach all learners. Lesson 8 was also very timely and valuable as well. Assessment is a big topic right now in Michigan schools and I found this information very helpful and educational. There is always that debate out there on what assessments should be used for to demonstrate student growth and this lesson really hit on a lot of different areas of assessment and how each can be used effectively. I think when an educator takes a class like this they are looking for information that they can take back to their school and use on a daily basis. This class did a nice job of doing that. With the many differnt styles like forums, quizzes and journals I was able to process the information I was learning and will be able to take this information back to my building. Being a life long learner is important in this profession and this class certainly helped in that process.

    What a participant from Michigan said about Today's Classroom: Foundations of and Current Trends in Education
  • Wow! I really enjoyed this course. The availablity for me to work at my own pace over the summer was just what I needed. I really enjoyed the format that was used in the lessons that were presented. The refresher course on the history of education and the impact that leaders have had on our educational system was very intersting to me. There is so much that you forget after you have graduated from college and moved out into the working environment. It was a trip going down memory lane to go back and think through the theories of great minds such as those of Piaget, Maslow, Erickson, Vygotsky, Gardner and Kohlberg. I still struggle with the No Child Left Behind law. I live and teach in Alaska. Our geographics is much different from that of other states. There are many communities (villages) and teachers within these communities that struggle to meet the requirements for this law. I do appreciate this being a topic that was touched upon at the end of this course. Thank you.

    What a participant from Alaska said about Today's Classroom: Foundations of and Current Trends in Education
  • Although the one student I work one-on-one with as a teacher and counselor is in the Emotionally Handicap Program (now titled "The Comprehensive Support Program"), the setting up part of classroom rules lessons work well with my student. I know, as mentioned in the lessons, that this program was not designed for the extreme cases I work with but know that a very good portion can be applied for such special needs students. I have spoke to some colleagues about this program and will recommend it to them. I did enjoy taking this course. I felt very at ease with it. I like how I could go back and re-read certain parts of the lessons with ease. This course was very user-friendly.                                

    What a participant from Arizona said about Stopping Disruptive Behavior
  • I really enjoyed the videos. They were very well done and easy to follow and understand. I could take what I learned and apply it immediately to my own instruction.                                  

    What a participant from Arizona said about Transforming Math Instruction with Interactive Whiteboard Systems
  • This course really had me evaluate where I am currently in my teaching. I liked how I was able to consider my students in response to the course information. This course helped me make changes in how I am setting up my classroom lessons to better help my students and I am already seeing improvements in my relationships with students and their relationship with the material. The moderator's further questions helped me focus better on the material and to specify my response to the questions.                                

    What a participant from Arizona said about Maximizing Engagement of All Learners