NO. OF CREDITS:
6 QUARTER CREDITS
[semester equivalent = 4.00 credits]
|WA CLOCK HRS:
PENNSYLVANIA ACT 48:
The pressure to keep up with global events leads to feeling defeated and anxious. Over 77% of people experience stress, anxiety, and loneliness. Our minds begin to spin while coping with underlying anxiety and tension. This course will teach gratitude, mindfulness, stress reduction, and visualization strategies. You will be invited to leave behind your overthinking mind as you explore the reason behind the incessant chatter of our overcharged brain. Join me in embracing the renewal your soul longs for to feel more aware, focused, relaxed, and discerning. Learn how to slow down your pace and focus on the present moment while spending time listening to your inner voice. Join me and learn about stress and why we are addicted to the thoughts, feelings, and beliefs we hold.
This course is appropriate for teachers K-12, counselors, and school administrators.
LEARNING OUTCOMES: Upon completion of this course, participants will have:
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, 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.
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
Singer, Michael. 2007. The Untethered Soul: The Journey Beyond Yourself. New Harbinger Publications, Inc.
Used on Amazon from $12
OPTIONAL TEXT for 500 Level Assignment
May, Katherine. 2020. Wintering: The Power of Rest and Retreat in Difficult Times. New York: Riverhead Books.
REQUIRED TEXT: Singer, Michael. 2007. The Untethered Soul: The Journey Beyond Yourself. New Harbinger Publications, Inc. ISBN: 978-1-57224-537-2 Used on Amazon from $12 OPTIONAL TEXT for 500 Level Assignment May, Katherine. 2020. Wintering: The Power of Rest and Retreat in Difficult Times. New York. Riverhead Books. ISBN: 978-0-593189-481
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments.
Assignment #1: Introduction
For those participating in Group Collaboration, you must read and follow the instructions outlined in the Group Collaboration Guidelines. Click here for Guidelines. https://www.hol.edu/about/group-collaboration
Reflect, take inventory, think about opening doors into a new way of thinking and being.
In 250+ words share your motivation for being in this course and what has led you here.
Assignment #2: Learning to be Present
The journey begins with your intention and your willingness to proceed. You will have to set your intent to achieve extraordinary outcomes that only come through practice and repetition of what you are learning.
Opportunities will be provided to practice mindfulness and meditation to slow down and experience heightened awareness allowing you to observe and calm your Monkey Mind Thinking.
Read in your text, Chapter 1 & 2, The Voice Inside your Head and Your Inner Roommate, pgs. 7-29.View the following videos:
View these videos on awakening your consciousness
The videos invite you to expand your level of consciousness and the deep wisdom within you. They also invite you to see truths that lead you to see beyond everyday realities, a chance to move away from the brain that never stops thinking, the incessant chatter.
Breathing activity. Practice the 4-7-8 breathing technique for 3-5 days.
In 500+ words, share your learning from the videos, your experience of being centered through the breathing practice, and the exploration of your overactive thinking brain, the Monkey Brain. What new goals do you have for yourself in this course?
Assignment #3: Slowing Down
Read in your text, Chapter Three, Who Are You? Pgs. 23-30.
Watch the following videos:
Choose mindful walking to relax, get centered, and create space around your monkey brain.
View One (1) of the guided meditations on slow walking
Repeat the slow walking 3-5 days. Bring your Monkey Mind Thinking back to the breath.
Assignment #4: Identifying Stressors
Read in your text, Chapter 5, Infinite Energy, pgs. 41-47.
Take this online Stress Survey. Available to download.
Then do the following worksheet to identify your external and internal stressors. Identify your stress MO which is available at the end of the worksheet.
Read the following article: Is My Stress Level Too High
How Stress Levels Are Measured (webmd.com)
For 3-5 days, practice one of the visualization techniques from the website below.
How to Reduce Stress With Breathing Exercises.
Create a visual slide show to demonstrate your understanding of the following using one of the following apps.
Consider the following:
Assignment #5: Overcoming Stressors
Watch the following videos:
Create a poster or a set of Google slides to discuss the following:
Your audience may vary, but this assignment is directed to the students at the grade level you teach or intended for colleagues who are also struggling with stress. You can use one of the following free tools.
Assignment #6: Embracing Moments in Life
In your text, read Chapters 6-7, Secrets of the Spiritual Heart and Transcending the Tendency to Close,
View the following videos:
Create a photo montage, a Prezi, Google slides, or even a video to express “A Good Day” in your life. Focus on the learning in this assignment.
You can use one of the following free tools.
Also include a 150+ word response summarizing your results, what you learned about the importance of the breath project, and tools that will help you relieve or avoid pressure.
Assignment #7: Healing Through Gratitude
Watch the following videos:
Read the following article:
In 500+ word summary of the learning from the videos and the reading discuss the following:
Assignment #8: Calming the Mind
In your text, read Chapters 8 & 9. Let Go Now or Fall, pgs. 71-80 and Removing Your Inner Thorn, pgs. 81-88.
Choose two of the two or three of the following videos:
Vagus Nerve Exercises to Rewire Your Brain
Here are the other links to choose from:
Read the following article:
Based on the above reading and videos:
In 250+ words, summarize your learning experience with the Vagus Nerve and its role in self-compassion. Also, discuss your learning about how not to fight with life but to live in awareness and the present moment. Include your reading, the videos, and the guided meditation in your response.
Assignment #9: Measure Your Happiness
Read in your text, Chapter 10, Stealing Freedom for Your Soul, pgs. 89-98.
Read the following article: The New Science of Happiness. Available to download. Add the end of the article, complete the Measure of Your Happiness Questionnaire.
View the following video, Happiness is All in Your Mind, Gen Kelsang Nyema
In a 500+ word response, describe the significance of this article in terms of your own life.
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you do not have a classroom available to you, please contact the instructor for course modifications. Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments.
Assignment #10: LESSON PLAN - Developing Community
Create a lesson or series of activities you would do with students conveying some aspect of what you gained from this course on becoming you. Identify the main themes and the subjects: e.g., reading, writing, arts, history, and media studies.
Assignment #11: Personal Took Kit
Complete two (2) of the following:
Create a personal tool kit while addressing each of the following. I would suggest pictures, drawings, doodling, and journaling. Be creative and choose a format that will serve as a reminder of your journey and how to keep centered moving forward.
Find five (5) YouTube videos that could be shared with kids in the classroom appropriate to your grade level.
Explain how you will include each clip into your curriculum while focusing on mindfulness and renewal.
Descriptions must be inclusive with credible reasons for use in the classroom. Send me a list of at least ten (10) that you watched, and then describe the five (5) and why you chose them for this project.
Choose three favorite mindfulness quotes about renewal, peace, and moving away from the “mindstream,” the non-stop busyness in the world.
Create a piece of art inspired by your learning as a reminder of the calm you seek to cultivate. The creativity and the inspiration are up to you. This project should be noteworthy and show effort appropriate to a 400-level assignment. You can choose the medium or ask permission from the instructor.
Taking one little step in a new direction will lead you, one step at a time, from the negative of the past into the positive of the days ahead. You are your own guide and have the capacity to initiate a creative change for yourself. I AM THAT.
Be your own guide. This option is to help you initiate and do small changes that will create change just for you.
Choose ONE (1) of the following:
Assignment #12: Love Letter to Self
Watch the following video:
Mindfulness, Skillfulness, and a Love Letter, Thich Nhat Hanh, as inspiration for your love letter to self.
Write a love letter to yourself. If you have never done this before, follow the guidelines listed below:
Carve out ten + minutes of your day (A minimum of 2 pages).
The next day carve out time for another 10+ minutes but address this to your future self. (A minimum of 2 pages)
Follow the same setup as writing a love letter to yourself.
Also include a 250+ word reflection on the writing process and whether you could continue. Include the letter in your response.
Assignment #13: (500 LEVEL) The Daily Journey
Areas for Study:
Assignment #14: (500 Level ONLY) Making Connections
Complete one (1) of the following options:
Read the following and be ready to respond:
Available from $8.20 used from Amazon Prime Books.
In a 500+ word essay, describe the significance of this book in terms of your own life.
Address the issues of importance and your thoughts on wintering.
Journaling: You can research prompts and create your own journal OR you can purchase Mindful Minutes: A Journal, by Goldie Hawn, 2015. (137 pages)
Ideas for prompts
In 500+ words, discuss your journaling experience. What did you discover? What were the surprises?
How did this day-to-day analysis assist you in becoming more of who you are and how you teach?
C. INTEGRATION PAPER
Assignment #15: (Required for Clock Hrs, PDUs, CEUs, Act 48, 400 and 500 level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)
Write a 400-500 word Integration Paper answering these 5 questions:
INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
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.
BRINGING PEACE IN MOMENTS & TIMES OF STRESS