NO. OF CREDITS:
6 QUARTER CREDITS
[semester equivalent = 4.00 credits]
|WA CLOCK HRS:
PENNSYLVANIA ACT 48:
Today’s students differ greatly from each other and their learning needs vary more dramatically than ever! These differences are wide ranging and are being identified earlier. Such classroom disparities require all educators to think differently about teaching and learning; educators have been differentiating for ages. This class is intended to move you from where you are now (beginner. proficient. advanced) in the procedures of differentiation, to the next level essential for success.
You will learn how to implement differentiation properly to emphasize shared responsibility between teacher and student, because the brain that does the work is the brain that learns! Differentiation and the Brain (the text) is a great introduction into how research supports the use of differentiated learning opportunities for all classrooms. The text is not bogged down with statistical data but rather is explained in user-friendly terms. This will be a go-to resource for years to come! Once you start, you will be hooked forever! This course is appropriate for educators at all levels K-12. Learn to teach differently and smarter, not harder ! Join me on an adventure to learn how to manage and establish a differentiated classroom.
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
Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom
None. All reading is online.
Text, Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom, costs approximately $20 from Amazon.com
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.
You must complete your introduction before moving on to other assignments.
When we teach the same things to all students at the same time 1/3 already know it, 1/3 get it and 1/3 don’t so 2/3 of them are wasting their time. The differentiation journey begins here. Welcome.
Assignment #2: Key Principles.
Assignment #3: Environment & Differentiation.
Assignment #4: Quality Curriculum, DI & the Brain.
Assignment #5: Classroom assessment/collaboration & DI.
Assignment #6: Explore Student Readiness.
Assignment #7: Student Interest.
Assignment #8: Classroom Management.
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 #9: Interest Based Activities.
Create materials, then try them out in the classroom. Evaluate effectiveness and changes you would like to make for the next time
Respond your evaluation, reflection, and samples/photos
Assignment #10: Lesson Development.
Complete one (1) of the following options:
Create at least 3 anchor activities to use in your DI classroom. These activities will definitely help you feel less frazzled and more in control of management. Choose whatever feels best to you and your students. Adapt a lesson to try the anchor activities in the classroom.
Use this option if you do not have a classroom available.
Assignment #11: Brainstorm.
Assignment #12: (500 Level ONLY)
C. INTEGRATION PAPER
Assignment #13: (Required for 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.
DIFFERENTIATION: Its Not As Hard As You Think