Competencies and Objectives

Following are the competencies and objectives addressed in each of the available ASSET micro-credentials. To demonstrate mastery of a competency or objective, a minimum score of 80% is required on all micro-credential summative assessments.

Effective Instruction for Inclusive Classrooms

Effective Instruction for Inclusive Classrooms

Define inclusive instructional practices.

  • Given the term “Inclusive instructional practices,” identify and/or apply the ASSET definition “use research-based instructional strategies intentionally to meet all students’ needs during general education instruction.”

Identify the essential elements of Universal Design for Learning (UDL) and identify why UDL is necessary for designing inclusive instruction.

  • Given the term “Universal Design for Learning,” identify that UDL instruction includes multiple means of representation, engagement, and/or action and expression for each curricular goal. 

  • When asked how Universal Design for Learning makes classroom instruction inclusive, apply knowledge of how UDL instruction maximizes opportunities for all learners to be successful.

  • Given an instructional activity or  lesson plan that is not Universally Designed, identify specific changes to the lesson plan that make the lesson UDL.

Identify the essential elements of Differentiated Instruction (DI)  and/or identify how DI is used within a UDL approach to instruction in an inclusive classroom.

  • Given the term, “Differentiated Instruction,” apply knowledge of how DI can be used to address student’s characteristics or needs.

  • When asked to identify the relationship between UDL and DI, identify that UDL is the instructional design for all students in the classroom that accounts for learner variation, while DI is an additional instructional design consideration that targets individual students’ specific learning needs relative to a specific curricular task or goal when their needs exceed what is offered in the UDL lesson.

Identify the essential elements of Response to Intervention (RTI) and Multi-Tier System of Supports (MTSS); identify how Universal Design for Learning (UDL) and Differentiated Instruction (DI) fit into an RTI/MTSS framework to make classrooms more inclusive.

  • Given the term Response to Intervention (RTI), identify the essential elements of RtI and/or their implementation.

  • Given the term, Multi-Tier System of Supports (MTSS), apply knowledge of why the framework facilitates inclusion.

  • When asked to identify the relationship between Universal Design for Learning (UDL), Differentiated Instruction (DI), and RTI/MTSS, apply knowledge of how the framework of RTI/MTSS interacts with designing UDL instruction and/or planning DI for individual students.

 

Making Sense of Word Problems

VRM

Select appropriate methods to teach early learners mathematical problem-solving strategies.

  • Given a description of an early elementary classroom and a description of a math instructional task, identify processes for using common classroom routines to enhance problem-solving skills.

  • Given a description of a math instructional task that requires early elementary students to engage in problem-solving, identify how visual representations and manipulatives can be used to teach prerequisite problem-solving skills with early learners.

Select appropriate methods to teach classification of word problem type and structure.

  • Given a selection of word problem types, identify which of the eight problem categories the word problem represents.

  • Given a selection of word problem types, determine the subcategory of the word problem to ascertain the type of unknown value for which to solve.

  • Given a selection of word problem types, create the corresponding equation most commonly connected to that given word problem category.

Select appropriate methods to teach problem-solving strategies based on word problem type and structure.

  • Given specific word problem instructional tasks, identify appropriate use of visual representations and manipulatives for problem-solving.

  • Given specific word problem instructional tasks, identify appropriate use of worked examples for problem-solving.

  • Given specific word problem instructional tasks, identify appropriate strategies for using the think-aloud method to teach students’ self-monitoring and reflection skills.

  • Given a variety of word problem types, identify strategies to teach students to distinguish between important and unimportant information in problems they are asked to solve.

Select strategies, accommodations, and/or modifications for students who struggle with word problems due to difficulties with written text due to low reading level, linguistic diversity, or disability.

  • Given information about individual students’ needs, identify instructional accommodations for teaching word problems to struggling readers.

  • Given information about individual students’ needs, identify instructional modifications for teaching word problems to struggling readers.