Becoming a More Effective Teacher


An online, asynchronous course for teachers
Six weeks, one module per week
Course discounted thanks to generous donations



"Becoming a More Effective Teacher" is a six-week, online course that facilitates professional growth and collaboration among peers.

Course Description

This course is designed for current and future teachers who desire to improve their practice in classroom instruction. The course contains six modules:
Module 1: Role of the Teacher
This module explores the history of educational theory. The importance of the role of the teacher is introduced within the zone of proximal development. The module provides a thorough introduction to an effective method of instruction, the gradual release of responsibility. It explains techniques used for direct instruction, the first step in the gradual release of responsibility. Read more...
Module 2: Planning a School Day
This module explains that an effective teacher uses a plan for curriculum that includes a weekly plan and daily schedule. The module teaches about routines such as student schedules and morning messages. It provides a deep dive into the elements of a direct instruction lesson plan. Read more...
Module 3: Multiple Intelligences
This module provides definitions and characteristics of the seven multiple intelligences suggested by Howard Gardner’s Theory of Multiple Intelligences. It explores how people with each intelligence learn best. The second step of the gradual release of responsibility is the focus, as the module provides activities for students to do during guided practice that incorporate the multiple intelligences. Read more...
Module 4: Differentiating Instruction
This module explores perspectives on learning as school leaders, teachers, and students. It instructs teachers to develop an effective learning environment, which includes the setting and culture of a classroom. The focus of the module provides different paths for students to master a lesson plan objective by challenging, reviewing, or reteaching during guided practice. Read more...
Module 5: Bloom’s Taxonomy
This module introduces Benjamin Bloom’s Taxonomy by investigating its six levels of thinking. It suggests that Bloom’s Taxonomy is useful to classroom instruction to ask questions of students and to write lesson plan objectives. The third step of the gradual release of responsibility is the focus, as the module provides tasks for independent practice that relate to each of the levels of the Taxonomy. Read more...
Module 6: Assessment
This module explores formative assessment used throughout the three steps of the gradual release of responsibility. Learners review ways to check for understanding during direct instruction. They learn how students can self-evaluate during guided practice. And they investigate a teacher checklist during independent practice. Equally, the module focuses on creating a summative assessment to determine if a student mastered the direct instruction lesson plan objective. Read more...

Frequently Asked Questions


Technology Requirements

To access the online course, you need the following:

  • Reliable Internet connection
  • Devices – desktop or laptop (preferred), mobile device (supported)
  • All devices require speakers
  • Supported web browsers - Chrome and Firefox (preferred), Safari and Edge (supported)
  • Learners can complete a system check to ensure that your system is properly configured.


"This course is really great! I didn't realize that there would be a live speaker with an audience, which makes you feel like you are part of the classroom."
"This course is very intuitive. I like the flow of the lesson and the embedded interactive mediums. It allows for engagement and follow-through with the lesson, not just skimming through it. The brevity of the lesson focuses on the essential things that take the message into practice with potential for impact."
"I especially love the downloadable pages that can be printed and kept in a notebook."

Refund policy

TTT courses are nonrefundable and nontransferable.

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