NO. OF CREDITS:
5 QUARTER CREDITS
[semester equivalent = 3.33 credits]
|WA CLOCK HRS:
Eric Jensen's, Teaching with Poverty in Mind: What Being Poor Does to Kid’s Brains and What Schools Can Do About It, analyzes the effects of poverty on education and how educators can play a hand in improving the potential of every student. The strategies and action steps are easy to apply and can really make a difference. Times have changed and now educators are in the business of changing brains for the better.
This course is not just for teachers who reach the low-SES students, but for all teachers who want to make a difference in their students' lives. If you are any educator of any age student, this course is for you!! Even in the most affluent schools, there are students that are facing their own isolation. Don't miss out on an amazing resource and practical coursework. Join me today for this opportunity.
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), 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
None. All reading is online.
Text, Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It, is approximately $21 from Amazon.com
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignment #1: Introduction.
For those participating in Group Collaboration, this assignment is Required to be completed individually by all participants. Also, you must complete your introduction before moving on to other assignments.
Introduce yourself via email with a background profile. What led you to choose teaching as your profession? Describe your current professional situation. What brings you the most joy in your work? What led you to choose this class? What outcomes do you hope to achieve through this coursework?
Send to Brenda at firstname.lastname@example.org Subject line to read ‘Poverty' #1.
In the text, Teaching with Poverty in Mind, read pgs. 5-12 and summarize the effects of poverty on the brain.
Respond to the following with a 1-2 page paper or a mind map:
In the text, Teaching with Poverty in Mind, read pgs. 13-22 then summarize the emotional and social challenges that SES students face.
In the text, Teaching with Poverty in Mind, read pgs. 22-31 then the effects of stressors on the brain. Respond to the following with a 1-2 page paper, mind map, graphic organizer:
In the text, Teaching with Poverty in Mind, read pgs. 31-45 then summarize cognitive lags and student performance. Respond to the following with a 1-2 page paper, graphic organizer, mind map:
In the text, Teaching with Poverty in Mind, read pgs. 46-57 then summarize embracing the mind set of change while focusing on the good/bad news. Respond to the following with a 1-2 page paper, graphic organizer, mind map:
In the text, Teaching with Poverty in Mind, read pgs. 58-65 then summarize educational intervention and long term enrichment. Respond to the following with a 1-2 page paper, graphic or mind map.
In the text, Teaching with Poverty in Mind, read pgs. 66-90 then summarize policies and positive impact for students raised in poverty. Then respond to the following with a 2-3 page paper, graphic organizer, mind map:
In the text, Teaching with Poverty in Mind, read pgs. 91 -105 then summarize the mistakes schools need to avoid. Respond to the following with a 1-2 page paper, graphic organizer, mind map:
In the text, Teaching with Poverty in Mind, read pgs.106-142 then summarize the action steps needed to create change in your classroom/school. Respond to the following with a 2-3 page paper, graphic organizer, mind map:
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.
For those participating in Group Collaboration, this assignment is Required to be completed individually by all participants.
Complete one (1) of the following options:
Send to Brenda at email@example.com. Subject line to read ‘Poverty #13-A’.
Send to Brenda at firstname.lastname@example.org. Subject line to read ‘Poverty #13-B’.
Assignment #14: (500 Level ONLY)
C. INTEGRATION PAPER
Assignment #15: (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:
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.
POVERTY & THE BRAIN: Creating Emotional, Physical & Academic Success
Cushman, Kathleen. Fires in the Bathroom. Advice for Teachers from High School Students. The New Press, 2003.
The insights this book provides into what high schools are like, especially for kids in large city schools, are invaluable. Definitely worth reading. The words of wisdom from these students would benefit any teacher from elementary school to high school, and would benefit any teacher who needs a reminder of what to do or not do in order to have a productive mutually respected school year!
I liked this because the language was coming from the kids.
Howard, Tish and Sandy Grogan Dresser. Poverty is not a Learning Disability. Corwin Press, 2009.
This book focuses on the difference between students with disabilities and those who come from poverty situations. I appreciate the combined experience of the authors as they work to highlight what schools have done to be effective. The authors also point out that students of poverty may receive low tests scores but adamantly insist on the intelligence of every student. A very positive read and important information to differentiate between students to provide maximum help and strategies for every student.
Jensen, Eric. Enriching the Brain: How to Maximize Every Learner’s Potential. John Wiley & Sons, 2006
I liked the blending of science and practical advice. Loved all the new scientific breakthroughs on enrichment; Jensen's passionate about this topic and that's really what makes the book work. The book gives the real scientific basis for how our brain becomes "enriched." Here Jensen makes a case for every student, in every school getting an enrichment program, and I can see why. Jensen tells you in clear, readable language, what happens to the brain if your do or don't enrich. I liked the chapters on how the gifted brain is different and why kids of poverty need enrichment as much as anyone. The more things you see that you can do, the more it opens your own eyes. There are good chapters specific for teachers and for parents. Highly recommended.
Tilteson, Donna. Why Culture Counts: Teaching Children of Poverty. Solution Tree Press, 2008.
Very comprehensive book. Recommended for education/sociology/race/poverty classes. Excellent for green teachers considering a position in the inner city or with a predominantly racial minority population that is impoverished. Provides solutions, blueprints and examples to implement in the classroom that are research driven. Love it! I will definitely use the book as a required text in my coursework.
US Department of Health and Human Services. (2006) Learning from nine high poverty, high achieving, Blue Ribbon schools. From www.ed.gov/programs/nclbbrs/2006/profiles.
Highlights the high achieving schools and provides a format for looking at what these schools are doing right.