NO. OF CREDITS:
3 QUARTER CREDITS
[semester equivalent = 2.00 credits]
|WA CLOCK HRS:
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 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.
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
None. All reading is online.
Once you register, log onto the instructorʼs website at www.michaelsedler.com. Click on Classes, then scroll down and click on Increasing Motivation & Self-Esteem manual. The manual will download as a PDF file to your computer.
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignment #1: Read the Manual.
Assignment #2: Read Your Chosen Text.
Assignment #3: Complete Worksheets in Manual.
Assignment #4: Discussion.
Assignment #5: Discussion With Sports Coach.
Assignment #6: Literature Review.
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 are not teaching in a classroom, please contact the instructor for course modifications. If you are a classroom teacher and start or need to complete this course during the summer, please try to apply your ideas when possible with youth from your neighborhood, at a local public library or parks department facility, (they will often be glad to sponsor community-based learning), or with students in another teacher’s summer classroom in session.
Assignment #7: Student Candidate.
Assignment #8: Student Program.
Assignment #9: Lesson Development.
Assignment #10: (500 Level ONLY)
C. INTEGRATION PAPER
Assignment #11: (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)
Send to your instructor at their email address. Subject line to read "(put course name here) Integration Paper"
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:
Mike Sedler, D.Min., M.S.W. brings over 30 years of educational experience as an administrator, social worker, behavior specialist and teacher to each of his classes.
He provides consultation services and seminars throughout the United States and Canada for schools, agencies and businesses. He has been teaching “adult learning classes” since the mid 1980’s and has had the privilege of working for The Heritage Institute for over 25 years.
He has a graduate degree in Social Work, a Doctoral degree in Ministry, a Counseling license, as well as his teaching certification (K-8). His combination of classroom experience, behavior intervention approaches, and involvement in working with hundreds of families allows for an excellent blend in all his classes.
Mike is passionate about children and emphasizes the importance of avoiding power struggles, offering options/choices to children, setting clear boundaries and guidelines as well as finding a place of positive engagement and connection with each individual. His heart for people and emphasis on positive communication are found throughout his seminars and classes.
All of Mike’s classes are practical and “field tested” in schools and classrooms. Educators have found ongoing success in implementing Mike’s clear and concise approaches.
INCREASING MOTIVATION and SELF ESTEEM in STUDENTS
Blackburn. Barbara. Motivating Struggling Learners. Routledge Press, 2015. Practical strategies for the reluctant learner (P-12.) www.routledge.com 800 634 7064
Brier, Norman. Motivating Children and Adolescents For Academic Success. Research Press, 2007. Strategies toward understanding motivation (grades 3-12) www.researchpress.com 800-519-2707.
Brophy, Jere. Motivating Students to Learn. Lawrence Erlbaum, 2010. Research based strategies for motivation (grades K -12.) www.routledge.com 800 634 7064.
Dolin, Ann. Homework Made Simple. Advantage Books, 2010. Solid advice to minimize homework hassles (grades P-12.) www.advbooks.com 407 788 3110.
Ferlazzo, Larry. Self Driven Learning. Routledge, 2013. Research based book to help middle and high school teachers (grades 6-12.). www.routledge.com 800-634-7064.
Greenspon, Thomas. What to Do When Good Enough Isn't Good Enough: The Real Deal on Perfectionism. Free Spirit Publishing, 2007. Helping preteens and teens to understand and cope with perfectionistic tendencies (grades 3 - 7.) www.freespirit.com 800 724 6527.
Perks, Kevin. Motivation To Learn. Corwin Press, 2014. Step by step ideas to navigating motivational approaches (grades 4-12.) www.corwin.com 800 233 9936.
Rathvon, Natalie. The Unmotivated Child. Touchstone, 2010. A guide for parent’s of underachieving students (grades P-12.) www.simonandschuster.com
Ricci Mary Cay. Mindsets In The Classroom. Prufrock Press, 2013. Helps build student success and learning (grades K-12.) www.prufrock.com 800 998 2208.
Rimm, Syvlia. Why Bright Kids Get Poor Grades. Great Potential PR, 2009. Helping children overcome resistance to learning (P-12.) www.greatpotentialpress.com 520 777 6161
Sheldrick, Wayne. Motivating Students. Amazon Digital, 2013. Helpful approaches to motivational theory (grades K-12.) www.amazon.com
Spevak, Peter. Empowering Underachievers. New Horizon Press, 2010. Understanding motivational maturity in children (grades 3-12.) www.newhorizonpressbooks.com 800 788 3123.
Walker, Donna. What Every Teacher Should Know About Student Motivation. Corwin Press, 2010. Exciting, applicable ideas to motivate students (grades K-12.) www.corwin.com 800 233 9936.
Wong, Harry K and Wong, Rosemary T. The First Days of School. Harry Wong Publishers. 2009. Book to help teachers set a successful tone for the year (grades K - 12.) www.harrywong.com 650 965 7896.