Graduate-Level Semester Credit

Only $62 per credit

How it Works:

Step 1

Complete a credit-approved professional development experience with The Comprehensible Classroom.

Step 2

Submit coursework requirements based on what you learn.

Step 3

Earn Graduate-Level Semester Credit from University of the Pacific, Benerd College.

The Comprehensible Classroom - Graduate-Level Credit for Educators and Teachers Seeking Salary Advancement and Recertification.

University of the Pacific is pleased to offer graduate-level semester units of credit for completing coursework with The Comprehensible Classroom. Dedicated in assisting educators and teachers across the nation, our professional development course options are designed to be practical, meaningful, and affordable. At only $62 per semester credit, opportunities are available to all current (ongoing) or credit-approved workshops from The Comprehensible Classroom.

Participating in a professional development opportunity with The Comprehensible Classroom and University of the Pacific will provide you with a convenient and cost-effective way of earning credit within a timeframe that works best for your schedule.

Graduate-level credit will be awarded upon completion of the following items:

  • Complete a credit-approved professional development experience with The Comprehensible Classroom. (The Comprehensible Classroom fees are paid separately from the tuition university credit fee.)
  • Register for the corresponding The Comprehensible Classroom UOP Course. (See below.)
  • Complete coursework requirements based on what you learned.

Develop and implement strategies from The Comprehensible Classroom into your classroom or program setting.

 

Complete The Comprehensible Classroom Acquisition Boot Camp: Watch all videos (20 pre-recorded, 4 live sessions).

 

Complete a Time Log: Create a PDF or Word document including a self-created time log documenting the time you spend creating curriculum, activities, projects, strategies, or techniques inspired by Acquisition Boot Camp. Creating your own log gives you the freedom of documenting all the time and effort you have dedicated to completing your coursework requirements. Your log must be specific and include dates and accomplishments. For each Graduate-Level Unit, document 15 hours of involvement. All your coursework participation must be away from professionally paid hours.  Be sure and document the time you spent working on the workbook and reflection questions.  You can also document time that you spend reading and posting in the community forums.   

 

Whether you spend time brainstorming new ideas, creating new curriculum, researching, reading, typing your reports, reviewing The Comprehensible materials/resources, or composing notes during the course sessions, you are able to document all the professional time that you have invested enhancing your professional development with The Comprehensible Classroom. 

 

Complete a Reflection Paper: For each graduate-level unit, type a 3-page, single-spaced narrative report summarizing your overall experience of creating and/or developing new ideas inspired your professional development experience. You may modify, change, or adapt any ideas to meet your professional needs. The culminating goal of this report is to demonstrate how Acquisition Boot Camp empowered your professional development. Use the workbook activities and reflections to frame this paper.  

 

1 unit = 3 pages (15 hours)

2 units = 6 pages (30 hours)

 

Email your coursework: Coursework can be submitted up to 6 months from the date you register, and extensions are always granted upon request. You may also submit your coursework earlier if needed. The true course ending date that will appear on your transcript will reflect the date your coursework was received and graded. Email your completed coursework as an attachment to: coursework@teacherfriendly.com. Please include in the subject line “Comprehensible Classroom - Coursework Submission.”

 

 

Credit Requirements

1 credit = 3-page reflection paper

2 credit = 6-page reflection paper

 

Completely designed for busy teachers like you, you have up to 6 months to submit your coursework requirements, and extensions are always granted upon request.

 

*Additional course guidelines, formatting requirements, and information will be provided upon course enrollment.

Develop and implement strategies from The Comprehensible Classroom into your classroom or program setting.

 

Step 1: Register and complete Assessment for Acquisition Boot Camp (A-ABC) with The Comprehensible Classroom.

  • Participants are expected to watch all videos and complete all reflections and assignments.

  • Participants are expected to participate or watch live events.

  • Participants are invited to engage in moderated forums to share their learning and reflect on their work.

Please note: A-ABC is a registered paid product from The Comprehensible Classroom. You must submit a screenshot or pdf of the A-ABC Course Completion certificate in order to register for university credit. Another option is to simply provide proof of having paid and registered with A-ABC and skip having to wait to earn you certificate of completion.

 

Step 2: Complete a Reflection Paper: Type a 3-page, single-spaced narrative report summarizing your overall experience of creating and/or developing new ideas inspired your professional development experience. You may modify, change, or adapt any ideas to meet your professional needs. The culminating goal of this report is to demonstrate how Assessment for Acquisition Boot Camp empowered your professional development. Use the workbook activities and reflections to frame this paper.  

 

Email your coursework: Coursework can be submitted up to 6 months from the date you register, and extensions are always granted upon request. You may also submit your coursework earlier if needed. The true course ending date that will appear on your transcript will reflect the date your coursework was received and graded. Email your completed coursework as an attachment to: coursework@teacherfriendly.com. Please include in the subject line “Comprehensible Classroom - Coursework Submission.”

 

Credit Requirements

1 credit = 3-page reflection paper

 

Completely designed for busy teachers like you, you have up to 6 months to submit your coursework requirements, and extensions are always granted upon request.

 

*Additional course guidelines, formatting requirements, and information will be provided upon course enrollment.

Summer SOMOS Challenge is a self-paced course intended for teachers who are new to using the SOMOS, Nous Somme, or Sumus curricula. The course will help teachers understand core components, key mindsets, and the foundational ideas of Second Language Acquisition that inform the curricula. The format of the class includes a blend of video instruction with topical reading and self-reflection. Participants will be given some required videos/articles and will be asked to choose some readings/videos from a selection to allow them to personalize their learning.

 

Credit Requirements (One Graduate-Level Credit)

  • Watch all required videos and read all the required articles.
  • Complete a short reflection for each resource. 
  • Submit reflection form and course evaluation for a certificate of completion. 
  • Upon earning your certificate of completion, simply email your certificate of completion to "info@teacherfriendly.com" to validate your course participation and to be graded.

*Click on the link to be guided through the course materials and to access the submission form for course completion:  https://bit.ly/SummerSOMOSChallenge 

 

Course Objectives

  • Participants will understand the components of the SOMOS (Nous Sommes, Sumus) curriculum and know where to find resources to learn more.
  • Participants will understand how to best apply the curriculum in their unique teaching context.
  • Participants will be introduced to key mindsets and Second Language Acquisition theory in order to understand the pedagogy behind the curriculum.
  • Participants will reflect on their classroom practice and their alignment with second language research and best practices.
  • ​Participants will leave with an overview of assessment and grading in SOMOS (Nous Sommes, Sumus) and know where to access resources for meeting school expectations in their unique contexts.

Upon successful registration of Learning to Love Assessment for Acquisition with The Comprehensible Classroom, you may invest time reflecting on your learnings, research and relevant readings to culminate in an innovative project of your choice (e.g., lesson[s], curriculum, learning activities, or a professional development plan, etc.) that applies the strategies learned. As a student, your practicum requirements will consist of developing learning activities and completing a reflection paper to demonstrate the implementation of strategies learned. An additional expectation is to complete a time log that documents the time spent for completing your coursework requirements. 

 

Credit Requirements

1 credit = 3-page reflection 

 

*Additional course guidelines, formatting requirements, and information will be provided upon course enrollment.

An Official Transcript with your final course grade(s) is available from Pacific upon successful completion of coursework. The course ending date that will appear on your transcript will reflect the date your completed coursework was reviewed and graded. Within 3-4 weeks of submitting your coursework requirements, you will be mailed an unofficial transcript with your official course grades (at no charge) to your mailing address.

 

Completed courses are letter graded and will appear on an Official Transcript from University of the Pacific, Benerd College. 

The credits offered are post-baccalaureate, graded, graduate-level semester units of credit, provided directly through the University of the Pacific, Benerd College. They are specifically designed to meet the needs of educators for salary advancement and re-certification.  The credits are acceptable where local districts approve and applicable to state licensing where authorized. We always encourage that you check with your employer for acceptability of these credits. Course participants are responsible to determine acceptability of these credits for their intended use. Each graduate-level semester credit/unit is equivalent to 15 hours of academic involvement. 

 

University of the Pacific, established in 1851, is California’s oldest private chartered university and is fully accredited by the Western Association of Schools and Colleges (WASC).

Register today... 
It's simple!

Available Courses

University-Approved Course

Course NumberCreditsTuition FeeEnrollment Date

Acquisition Boot Camp 2022

EDUP 9349

1-2

$62 / per credit

Registration Open

Assessment for Acquisition Boot Camp (A-ABC)

EDUP 9334

1

$62 / per credit

Registration Open

Summer SOMOS Challenge

EDUP 9327

1

$62 / per credit

Registration Open

Acquisition Boot Camp 2021

EDUP 9296

1-2

$62 / per credit

Registration Closed

Learning to Love Assessment for Acquisition

EDUP 9249

1

$62 / per credit

Registration Closed

What’s Next?

Upon registering for your selected course(s), you will have up to 6 months to submit your coursework requirements, and extensions are always granted upon request. Coursework requirements will be emailed to you upon registering. The true course ending date that will appear on your Official Transcript will reflect the date in which your coursework was received and graded.

FAQ & Support

Frequently Asked Questions

Online: click on “REGISTER NOW and select your desired course title(s). At checkout, you will be required to pay with credit card.

Your coursework can be submitted up to 6 months after registering, and extensions are always granted upon request. You may also submit your coursework earlier if needed. The true course ending date that will appear on your transcript will reflect the date your coursework was received.

UOP’s continuing education course credits / units are acceptable where local districts approve and are applicable to state licensing or salary advancement where authorized. All students are responsible for determining the acceptability of these credits for their intended use.

The University of the Pacific is fully accredited by the Western Association of Schools and Colleges (WASC). Established in 1851, it is the oldest private chartered university in the state of California.

The credits/units offered are post-baccalaureate, graded, graduate level semester credits that are not part of a degree program at University of the Pacific but instead are used for professional growth such as salary advancement and re-certification. 

Yes. You can register at any time once you have completed a workshop, webinar, or in-person professional program session. 

Although we know the value in having a live classroom setting handy, you do not need a classroom to take this course. You will simply develop a plan of action describing how you will implement the strategies that you have learned.

Once your payment has been processed, there are no refunds. We always advise for educators to verify that their district will accept the credits prior to enrollment.

Overview of Reflection Paper Requirements

1 credit = 3-page reflection paper

2 credits = 6-page reflection paper

Each graduate-level credit requires a 3-page, typed, single-spaced reflection paper. Try to incorporate the following key points into the structure of your reflection paper.  

OPTION A: Try to answer the following questions in your paper:

ACQUISITION

      • What does it mean to be proficient in a language?
      • How are languages acquired?
      • What is the developmental order of language and what are the implications for the language classroom?
      • What does it mean to be comprehensible and comprehended in a world language class, and why is it relevant? 
      • What new ideas are you thinking about as a result of this week’s videos and materials?
      • What ideas resonated with your previous teaching experience?  

COMPREHENSION

      • What are key skills in being comprehensible/comprehended? 
      • What one skill would you like to focus on?
      • How will you focus on it?
      • Reflect: how did it go?  
      • What new ideas are you thinking about as a result of this week’s videos and materials?
      • What ideas resonated with your previous teaching experience?  

INSTRUCTION

  • What instructional strategies (MovieTalk, Card Talk, Story Ask, etc.) have you used before to connect with your student’s lives and remain comprehensible?  
  • Is there anything you would like to change about your approach to these?
  • What one new strategy would you like to implement as a result of this training? 
  • Reflect: how did it go?  
  • What new ideas are you thinking about as a result of this week’s videos and materials?
  • What ideas resonated with your previous teaching experience?   

ASSESSMENT

  • What are some reasons to grade for mastery? 
  • What do grades do (or not do)? What do grades measure?
  • What are some challenges for you in implementing mastery based grading? 
  • What are the advantages of mastery based grading? 
  • Are there assessments that you use that are already proficiency-based performance assessments? 
  • Are there changes you can make to existing assessments to align them with proficiency based performance?  
  • What new ideas are you thinking about as a result of this week’s videos and materials?
  • What ideas resonated with your previous teaching experience?

OPTION B: 

Activities, projects, strategies, or techniques of implementation: 

Describe the activity, strategy, or technique that you developed as a result of completing your professional development experience (workshop, webinar, class or training). Be sure to include materials and resources utilized. For example, handouts, visual aids, props, books, learning strategies, etc. Detail why you chose this idea and how it fits into your professional development needs or those of your learners. Explain the actual process of introducing your project and the methods used for instruction. 

Population target: grade level, type of class, groups: 

Define the needs and goals of the learners that you designed these ideas for and how they might correlate to their specific needs and/or core objectives. Indicate if these learning methods were designed for special need students, specific groups within a class, developmental ages, etc. 

Objectives and goals: 

Describe the specific targeted learning objectives and how they related to the goals of your instructional program. Try to correlate the objectives/goals to the specific activity/project you presented. Possibly correlate, when appropriate, the objectives/goals with the mastery outcomes recommended.  

Evaluation methods utilized: 

Describe how you evaluated the success of the projects you developed. What methods or criteria did you use to assess your achievement of specific goals? 

Overall outcomes and reactions: 

Include your personal assessments of how the learning objectives and goals were achieved. What were the reactions of your learners? How would you redesign or change the methods utilized with future utilization of the projects? 

©2021 The Comprehensible Classroom. UOP Affiliate. All rights reserved.

Self-Created Time-Log Sample

Document all the time you spend creating and implementing lesson plans, curriculum, activities, projects, strategies, or techniques inspired by what you learned. Creating your own log gives you the freedom to document all the time and effort you have dedicated to completing your coursework requirements. Your log must be specific and include dates and accomplishments. For each graduate-level credit/unit, you must document 15 hours of academic involvement. All your coursework participation must be away from professionally paid hours.

Date Objective & Goals Times Hours
4/21
Created new curriculum & lessons for upcoming semester
9:00 am - 3:00 pm
6
4/23
Developed new learning activity for my curriculum/lesson plan
7:00 am - 9:00 am
2
4/27
Created PowerPoint/video presentation incorporating new strategies
4:00 pm - 6:00 pm
2
5/2
Reviewed workshop materials and wrote draft for reflection paper
2:30 pm - 4:30 pm
2
5/3
Developed new learning activity for lecture
3:15 pm - 4:45 pm
1.5
5/6
Typed 3-page reflection paper discussing new lesson (first credit)
6:00 am - 7:30 am
1.5
Total hours of involvement/participation must meet 15 hours per credit
15

It may be that you require more or less time completing your own personal activities and/or projects, and that’s why we have left it to you to decide how you manage your time. 

©2021 The Comprehensible Classroom. UOP Affiliate. All rights reserved.

Overview of Reflection Paper Requirements

1 credit = 3-page reflection paper

Each graduate-level credit requires a 3-page, typed, single-spaced reflection paper. The reflection paper will demonstrate your professional development by describing in detail the projects you will create and implement into your educational setting. Try to incorporate the following key points into the structure of your report.

Activities, projects, strategies, or techniques of implementation:
Describe the lesson plan, activity, project, strategy, or technique that you developed and implemented (or plan to implement) as a result of completing the professional development workshop, conference, webinar, etc. Be sure to include materials and resources utilized. For example, handouts, video/Power Point presentations, visual aids, props, books, learning strategies, etc. Detail why you chose this idea and how it fits into your professional development needs or those of your learners. Explain the actual process of introducing your project and the methods used for instruction.

Population target–grade level, type of class, groups:
Define the needs and goals of the learners that you designed these ideas for and how they might correlate to their specific needs and/or core objectives. Indicate if these learning methods were designed for special need students, specific groups within a class, developmental ages, etc.

Objectives and goals:
Describe the specific targeted learning objectives and how they related to the goals of your instructional program. Try to correlate the objectives/goals to the specific activity/project you presented. Possibly correlate, when appropriate, the objectives/goals with the Common Core Standards (or your state standards) set for your curriculum.

Evaluation methods utilized:
Describe how you evaluated/will evaluate the success of the projects you developed. What methods or criteria did you use/will you use to assess your achievement of specific goals? 

Overall outcomes and reactions:
Include your personal assessments of how the learning objectives and goals were achieved. What were the reactions of your learners? How would you redesign or change the methods utilized with future utilization of the projects?

©2021 The Comprehensible Classroom. UOP Affiliate. All rights reserved.