COURSE TITLE:

VISUAL LEARNING IN THE CLASSROOM

NO. OF CREDITS:

3 QUARTER CREDITS
[semester equivalent = 2.00 credits]

WA CLOCK HRS:  
OREGON PDUs:
30
30

INSTRUCTOR:

Stacey Shaw
stacesha@gmail.com

 

COURSE DESCRIPTION:

In this course, teachers will learn how to use visual learning techniques such as graphic organizers, concept maps and outlines to help students at all levels achieve academic success. Visual learners benefit from seeing material in representations other than printed words on paper, and these techniques can make a huge difference in student understanding. Visual representations can also help IEP students, EL students and any students with a tendency to process information in unique (i.e. non-linear) ways.  Teachers will learn specific techniques for teaching with a variety of visual representations. This course is appropriate for all grade levels K-12.  Required text: Visual Leap: A Step by Step Guide to Visual Learning for Teachers and Students by Jesse Berg. Available on Amazon ($15 to $25 Used/New) and at other retailers. 

 

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

  • Understand the unique issues involved in the use of visual learning methods to support student comprehension and outcomes 
  • Demonstrate knowledge of the use of visual learning methods across content area
  • Demonstrate an understanding of a variety of visual learning techniques to enhance comprehension
  • Evaluate their own use visual techniques 
  • Demonstrate an understanding of the use of visual learning in instruction and assessment

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 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.




 

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

Visual Leap: A Step by Step Guide to Visual Learning for Teachers and Students by Jesse Berg 

None. All reading is online.

MATERIALS FEE

Text, Visual Leap: A Step by Step Guide to Visual Learning for Teachers and Students is approximately $15 - $20 from Amazon.com.

QUALIFICATIONS FOR TEACHING THIS COURSE:

Stacey Shaw, M.Ed. has years of experience as an instructor at the middle school and elementary school levels. She has taught all ages, from kindergarten through college in subjects ranging from English Language Arts and Social Studies to English as a Second Language and Spanish. 

Stacey learned a second language as an adult and understands first-hand the processes involved in second language acquisition. She has a passion for language and a track-record of developing highly successful ELL and Spanish literacy programs for second language learners.

Stacey received her Bachelor of Arts from The Evergreen State College in 1992. Her undergraduate studies focused on bilingual education, Spanish language, and Latin American Studies. She received her Master of Arts in Education from Prescott College in 2003. Stacey is currently working on her Doctorate of Education at Lewis and Clark College.

BIBLIOGRAPHY

VISUAL LEARNING IN THE CLASSROOM

Hattie, John. Visible Learning for Teachers: Maximizing Impact in Learning, Routledge; 1 edition, 2012, 296 pages.

Hattie, John, Fisher, Douglas, Frey, Nancy, Gojak, Linda M., Delano Moore, Sara, Mellman, William M. Visible Learning for Mathematics, Grades K-12: What Works Best to Optimize Student Learning (Corwin Mathematics Series) 1st Edition, Corwin, 2016, 304 pages.

Fisher, Douglas. Visible Learning for Literacy, Grades K-12: Implementing the Practices That Work Best to Accelerate Student Learning, Corwin; 1 edition, 2016, 216 pages.

Fisher, Douglas, Frey, Nancy, Hattie, John, Thayre, Marisol. Teaching Literacy in the Visible Learning Classroom, Grades 6-12 (Corwin Literacy) 1st Edition, Corwin; 2017

TeachThought: We Grow Teachers: http://www.teachthought.com/the-future-of-learning/technology/50-ideas-resources-visual-learning/ This website provides resources and ideas for visual learning across content area.