This course provides methodologies and examples to help instructors increase content retention and application by students in need of support. The course starts by covering the skills needed by instructors to be clear communicators. We then discuss ways instructors can become effective in monitoring students and using student groups as learning tools. The course concludes by covering techniques and strategies to instruct diverse learners, including learners with disabilities.
This course provides you with a lifelong peer-to-peer learning opportunity through a specific Performance Group created within the Career Ed Lounge, a learning community of career education professionals. This allows you to learn and share with your peers at any time you want, even after you complete the course.
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Module 1: Developing Your Communication Skills
Module 2: Organizing Student Learning Groups
Module 3: Instructing Diverse Learners
Module 4: Instructing Learners with Disabilities
Digital Badge & Certificate of Completion
MaxKnowledge is pleased to feature content from Harvard ManageMentor® in its management courses. This content is provided by Harvard Business Publishing, a non-for-profit organization whose mission is to improve the practice of management and its impact in a changing world. Learn more about Harvard ManageMentor® and Harvard Business Publishing below.
Presented within a media-rich, interactive design, Harvard ManageMentor® 10 features more than 40 modules with practical advice, downloadable tools, and time-saving tips on key management topics to help managers build skills quickly for an immediate impact on performance. More than two million managers around the world rely on Harvard ManageMentor® and its high-quality management content drawn from foremost practitioners, renowned experts, and business leaders.
Headquartered in Watertown, Massachusetts, Harvard Business Publishing is the leading provider of teaching materials for management education. HBP's offerings include:
For more information, visit hbsp.harvard.edu.
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