[semester equivalent = 2.00 credits]



Mary Ann Johnson



The strategies in this book are divided into seven categories, including work for whole class groups, pairs, and individuals, as well as reluctant learners.  Not only are the 99 possible strategies going to help engage your students, but you will find they will banish any boredom you may be experiencing as well.  Based on sound teaching strategies, you use the processes to get students involved with material you already planned to cover.  No special equipment or preparation is required, and there is an appendix with helpful forms that can save your preparation time.  There is plenty of variety to try with any class, teaching style and grade level.  You will have fun selecting the best fit for your classes, and finding out just how to get the student engagement and focus that makes learning indelible and authentic.  Eric Jensen, brain researcher, has endorsed it as “the most practical engagement book on the market.”

Harris, Bryan. 2001. Battling Boredom, Part 1: 99 Strategies to Spark Student Engagement. Larchmont, NY.  Eye on Education. 133 pages.  ISBN 978-1-59667-166-9.


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

  1. Find ways to activate student involvement and thinking.
  2. Create activities that will engage students at the critical times at the beginning and end of lessons.
  3. Provide students some learning processes that are intrinsically rewarding.
  4. Have essential forms to use for implementing lessons.
  5. Gain ideas to help students who need focused movement in their learning activities.

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


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



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.



Harris, Bryan. 2011. Battling Boredom Part 1: 99 Strategies to Spark Student Engagement. Larchmont, NY.  Eye on Education. Available through Kindle

  • Battling Boredom, Part 1
    ISBN# 0367151979
    by Harris, Bryan

    Buy from Amazon




Mary Ann Johnson, M.Ed Adm. has worked with students of all levels, from alternative high school to gifted classes. She has also been a junior high vice principal and is now working with teachers for continuing education in classes, distance learning and building leadership groups. She is a teacher emeritus who has led seminars for educators which focus on developing a quality learner environment for students and for teachers. Her courses are research-based and resonate with user-friendly and energizing content.



 ERWIN, JONATHAN C. 2004. The Classroom of Choice, Giving Students What They Need and Getting What You Want, Alexandria, VA.  ASCD. 229 pages. ISBN 0-87120-829-6
This book is based on Glasser’s beliefs that people have these motivators:  fun, freedom, power and belonging.  Give students choices, and they will pick the one that meets a basic unmet need.  It is a rich and wonderful book, full of practical and engaging teaching strategies to help teachers achieve important intellectual goals in the process of helping students meet their developing social and intellectual needs.  Erwin believes that while learning is hard work, it doesn’t have to be painful:  Fun is both a prerequisite for and a byproduct of quality learning.

FERLAZZO, LARRY.  2011.  Helping Students Motivate Themselves:  Practical Answer to Classroom Challenges. 
Larchmont, CA.  Eye on Education. 190 pages. ISBN 978-1-59667-181-2
Find a dozen categories of strategies to engage the thinking and processing of your course information.   In this book by award-winning author Larry Ferlazzo, you will see:  How to motivate students, help students to take personal responsibility, deal with disruptive students and classes, find best ways to maximize the chances that a lesson will be successful, and more.  Each section of the book provides stimulating ideas and down-to-earth tools, including lesson plans, and even downloads of the handouts that save you hours.

HIMMELE, PERSIDA & HIMMELE, WILLIAM.  2011.  Total Participation Techniques:  Making Every Student an Active Learner. Alexandria, VA.  ASCD.  133 pages.  ISBN 978-1-4166-1294-0
this book is a highly recommended companion to the text for this course.  It begins with a chapter “The High Cost of Disengagement,” and makes an enthusiastic case for banishing boring education.  The Total Participation Techniques “are teaching techniques that allow for all students to demonstrate, at the same time, active participation and cognitive engagement in the topic being studied.”  Many strategies are described with clear directions, and ways to assure higher-order thinking. The strategies have been field-tested in elementary to college classes. A real winner; very readable.

MICHALKO, MICHAEL.  2006.  Thinkertoys  (2nd Ed).  Berkeley, CA.  Ten Speed Press.  395 pages.  ISBN 13-978-1-58008-773-5
This is an exciting collection of prompts for creative thinking and visual thinking.  It is addressed to business people, primarily, and it is full of more ideas than you will ever need, but it is a rich resource for fun, engaging, worthwhile creative writing and visual prompts.

SAGOR RICHARD. 2003. Motivating Students and Teachers in an Era of Standards. Arlington, VA. ASCD. 152 pages. ISBN 0-87120-801-6                                                                                                                                                              In six-fast-paced chapters, there is a focus on the need for both teachers and students to feel the power of experiencing basic psychological needs:  a sense of competence; belonging; usefulness; potency; and optimism.  Each chapter focuses on one of these needs, which are drivers for student/teacher motivation to work hard.

WORMELI, RICK.  2005. Summarization in any Subject; 50 Techniques to Improve Student Learning.  Alexandria, VA.  ASCD.  226 pages.  ISBN 978-1-4166-0019-0
Here is another tantalizing collection of “classroom-tested techniques for written, spoken, artistic, and kinesthetic summarization techniques for individual use or group activities across the content areas.”  The directions and illustrations for the fifty strategies are excellent and ready to use.