POVERTY & THE BRAIN: Creating Emotional, Physical & Academic Success

COURSE DESCRIPTION:

Eric Jensen's, Teaching with Poverty in Mind: What Being Poor Does to Kid’s Brains and What Schools Can Do About It, analyzes the effects of poverty on education and how educators can play a hand in improving the potential of every student. The strategies and action steps are easy to apply and can really make a difference. Times have changed and now educators are in the business of changing their brains for the better. 

This course is not just for teachers who reach the low-SES students, but for all teachers who want to make a difference in their students' lives. If you are an educator of any age student, this course is for you!! Even in the most affluent schools, there are students that are facing their own isolation. Don't miss an amazing resource and practical coursework. Join me today for this opportunity.

LEARNING OUTCOMES: Upon completion of this course, participants will have:

1. Read and understand the risk factors of poverty on a macro and micro level
2. Understand the emotional and social deficits in SIS kids
3. Discover the effects of continuous and chronic stress on low-income children
4. Identify six types of poverty and the complexities
5. Understand how plasticity can help the brain change for the better
6. Embrace the effective strategies from those who have succeeded
7. Develop plans to analyze and keep data
8. Understand how to use resources necessary to make change happen

COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.

HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participants their choice of CEUs (Continuing Education Units), Washington State Clock Hours, Oregon PDUs, or Pennsylvania ACT 48 Hours. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours, Oregon PDUs, and Pennsylvania ACT 48 Hours.

UNIVERSITY QUARTER CREDIT INFORMATION

REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.

1. Completion of Information Acquisition assignments 30%
2. Completion of Learning Application assignments 40%
3. Completion of Integration Paper assignment 30%

CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.

AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering, determine with your district personnel, department head, or state education office the acceptability of these credits for your purpose.

ADDITIONAL COURSE INFORMATION

REQUIRED TEXT

None. All reading is online.

MATERIALS FEE

Text, Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It, is approximately $21 from Amazon.com

QUALIFICATIONS FOR TEACHING THIS COURSE:

Brenda McKinney, CEO of Vancouver, WA based BrainVolution, is a developer and dynamic facilitator of workshops that teach practical thinking and learning tools for raising student achievement with the brain in mind. She has trained educators throughout the Pacific Northwest and is a popular presenter because of her ability to motivate, make things fun, and teach practical techniques for the classroom that can be used immediately. Brenda continues to read hundreds of books and articles on the subject of neuroscience and searches for the answer to success for every student. Her work with at-risk students and those with reading problems have made her a popular speaker at the state, regional and national level.

Brenda is able to synthesize the new research and continues to address the role of how to use the latest findings to create high achievement classroom. She brings 30+ years of experience at the elementary, middle school, high school and university level as a mentor teacher, consultant, motivational speaker, university instructor, and reading specialist. Brenda has her Master’s in Education from Washington State University and is nationally certified in Brain Based Learning through the renowned  Jensen Corporation, led by Eric Jensen, a noted international spokesperson for neuroscience and education.

Brenda will inspire and motivate you with her energy, enthusiasm and knowledge. Her wisdom, techniques, and brain based approach to education will inspire you and challenge you to meet the demands of this ever changing world.

BIBLIOGRAPHY

POVERTY & THE BRAIN: Creating Emotional, Physical & Academic Success

Cushman, Kathleen. Fires in the Bathroom. Advice for Teachers from High School Students. The New Press, 2003.

The insights this book provides into what high schools are like, especially for kids in large city schools, are invaluable. Worth reading. The words of wisdom from these students would benefit any teacher from elementary school to high school and would benefit any teacher who needs a reminder of what to do or not do to have a productive mutually respected school year!

I liked this because the language was coming from the kids.

Howard, Tish and Sandy Grogan Dresser. Poverty is not a Learning Disability. Corwin Press, 2009.

This book focuses on the difference between students with disabilities and those who come from poverty situations. I appreciate the combined experience of the authors as they work to highlight what schools have done to be effective. The authors also point out that students of poverty may receive low test scores but adamantly insist on the intelligence of every student. An incredibly positive read and essential information to differentiate between students to provide maximum help and strategies for every student.

Jensen, Eric. Enriching the Brain: How to Maximize Every Learner’s Potential. John Wiley & Sons, 2006

I liked the blending of science and practical advice. Loved all the new scientific breakthroughs on enrichment; Jensen's passionate about this topic and that's really what makes the book work. The book gives the real scientific basis for how our brain becomes "enriched." Here Jensen makes a case for every student, in every school getting an enrichment program, and I can see why. Jensen tells you in clear, readable language, what happens to the brain if you do or don't enrich. I liked the chapters on how the gifted brain is different and why kids in poverty need enrichment as much as anyone. The more things you see that you can do, the more it opens your own eyes. There are good chapters specific for teachers and for parents. Highly recommended.

Tilteson, Donna. Why Culture Counts: Teaching Children of Poverty. Solution Tree Press, 2008.

Very comprehensive book. Recommended for education/sociology/race/poverty classes. Excellent for green teachers considering a position in the inner city or with a racial minority population that is impoverished. Provides solutions, blueprints, and examples to implement in the classroom that are research driven. Love it! I will use the book as a required text in my coursework.

US Department of Health and Human Services. (2006) Learning from nine high poverty, high achieving, Blue Ribbon schools. From www.ed.gov/programs/nclbbrs/2006/profiles.

Highlights the high achieving schools and provides a format for looking at what these schools are doing right.