NetAPT Module 4: Teaching Foundations

Module 4, Teaching Foundations, focuses on implementing the pedagogical knowledge and skill acquired in prior modules. After revisiting learner profiles and student data, participants will implement strategies to increase learner motivation and apply lesson essentials to hone the instructional craft.

Module 4 competencies include:

    • Identify student strengths, needs, and interests. 
    • Integrate student interests into instruction. 
    • Adapt instructional strategies to meet diverse strengths and needs.  
    • Ensure content is meaningful to students. 
    • Highlight the “why” of the lesson. 
    • Utilize student-directed learning as an engagement strategy. 
    • Integrate opportunities for inquiry, curiosity, and exploration. 
    • Provide real-life examples during instruction.
    • Identify ways to identify and teach within students’ Zone of Proximal Development. 
    • Integrate options for student engagement. 
    • Identify options for student-to-student interaction. 
    • Integrate opportunities for student collaboration. 
    • Use technology to integrate options for engagement by recruiting interest (UDL Engagement, Guideline 1) 
    • Use technology to integrate options for engagement by sustaining effort and persistence (UDL Engagement, Guideline 2) 
    • Use technology to integrate options for engagement by promoting self-regulation (UDL Engagement, Guideline 3) 
    • Develop learning objectives that are aligned with state standards. 
    • Communicate learning objectives clearly for students to understand. 
    • Identify learning objectives based on students’ prior knowledge and learning. 
    • Communicate expectations with students clearly. 
    • Set expectations that are appropriately demanding.
    • Model expectations for students. 
    • Expectations provide opportunity for students to demonstrate mastery. 
    • Include a beginning, middle, and end for instructional activities in a lesson plan. 
    • Provide students with opportunities to connect key concepts and reflect.
    • Discuss the importance of appropriate instructional pacing. 
    • Start a lesson promptly and maintain appropriate pacing throughout a lesson. 
    • Identify examples of smooth transitions in lessons. 
    • Plan smooth transitions (e.g., starting a lesson, distributing materials, changing activities, and closing a lesson) when designing a lesson
    • Monitor student progress by circulating a classroom during instructional activities. 
    • Provide support to students during instructional activities to increase engagement. 
    • Identify the benefits of providing appropriate wait time. 
    • Utilize appropriate wait time during lesson. 
    • Provide sufficient opportunities to respond by asking questions of volunteers and non-volunteers. 
    • Ask questions with the consideration of student ability, gender, linguistic diversity, prior knowledge, and experience. 
    • Implement a variety of grouping arrangements and compositions. 
    • Decide an effective group arrangement to improve student understanding and learning efficiency. 
    • Share expectations with students to inform them of their roles, responsibilities, and group work expectations. 
    • Implement strategies for holiding individuals and groups accountable for content and process skills. 
    • Plan ways to help students manage conflict that might arise when working in groups. 


Module Assessment

Participants demonstrate mastery of Module 4 through a 1) a portfolio of lesson plans, videos, and reflections highlighting strategies for motivating learners and utilizing lesson essentials that lead to increased time on task and 2) examples of various grouping arrangements and effective communication with students. 


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