POVERTY & THE BRAIN: Creating Emotional, Physical & Academic Success

COURSE DESCRIPTION:

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:

1. Read and understand the risk factors of poverty on a macro and micro level
2. Understand the emotional and social deficits in SIS kids
3. Discover the effects of continuous and chronic stress on low income children
4. Identify six types of poverty and the complexities
5. Understand how plasticity can help the brain change for the better
6. Embrace the effective strategies from those who have succeeded
7. Develop plans to analyze and keep data
8. Understand how to use resources necessary to make change happen

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

• Teaching With Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It

  ISBN# 1416608842
  by Jensen, Eric
  ASCD
  
  Buy from Amazon

MATERIALS FEE

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.

Assignment #2:

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:

• What are the risk factors for SIS kids?
• What are the correlations between family income and academic success?
• What are ways that teachers often misinterpret student responses and emotions?
• What overt behaviors often make it difficult for teachers to connect with these kids?
• What portions of this reading provided new information for you?  What had the most profound effect on you? What have you experienced in your classroom whether you teach in a poverty or high end school?
• Send to Brenda at bbbrain@comcast.net Subject line to read ‘Poverty #2’.

Assignment #3:

In the text, Teaching with Poverty in Mind, read pgs. 13-22 then summarize the emotional and social challenges that SES students face.

• Read and review the section on the importance of teaching emotional expression to all students.  Then respond to the following with a 1-2 page paper or a mind map:
• Why do teachers need to teach every proper response that they don’t see?
• What emotions are hardwired into the brain?
• What emotions need to be taught?
• What three things do ALL students bring to school?
• What are the most significant findings in this section for you about the fact that the social/ emotional brain runs the life of these students?
• What ideas do you have for makeovers in your class at this point in the reading?
• What is new learning for you and how did you respond to this section?
• Send to Brenda at bbbrain@comcast.net Subject line to read ‘Poverty #3’.

Assignment #4:

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:

• What is an allostatic load?
• How does stress create an insidious effect on learning and behavior?
• What is the link between the adolescent brain and stress overload? Why so critical?
• Why is cumulative stress so damaging?
• What can you do to recognize the signs and ward off misbehavior?
• What alterations in the environment can you make?
• What new ideas did you come up with to empower students?
• What was new information for you?
• Send to Brenda at bbbrain@comcast.net. Subject line to read ‘Poverty #4’.

Assignment #5:

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:

• What brain areas are affected by difference in income?
• What did you learn about language acquisition, reading, and ability to pay attention?
• What skills should teachers focus on to help underperforming students?
• What are some effective strategies for follow-up?
• What can you do specifically within your grade level/teaching assignment to encourage students and provide hope?
• Send to Brenda bbbrain@comcast.net. Subject line to read ‘Poverty #5’.

Assignment #6:

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: 

• What is neuroplasticity and why is this good/bad news for the brain?
• What do studies show about changing IQ and educational intervention?
• What is fluid intelligence and why is this good/bad news for students?
• What can you do to help change the brains of your students for the better?
• What was new research for you?
• Do you feel more hopeful after exploring the good/bad news of what the brain can offer?
• Send to Brenda at bbbrain@comcast.net. Subject line to read ‘Poverty #6’.

Assignment #7:

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.

• What are programs are in place to help students?
• What is the likelihood of success with environmental enrichment programs?
• What needs to happen to change staff mind sets? How could you be a part of this?
• What does research show that WILL NOT WORK!!
• What was new information for you?
• Send to Brenda at bbbrain@comcast.net. Subject line to read ‘Poverty #7’.

Assignment #8:

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:

• What characteristics do high poverty, high achieving schools share? (this could be any school)
• Why is SHARE critical for accountability and success?
• What did you learn from reading about the Preuss School in LaJolla, CA?
• What is the link between formative assessment and success?
• What can you do to improve your own accountability with these or any difficult students?
• What does “students are not allowed to fail” mean to you? Is this possible?
• Send to Brenda at bbbrain@comcast.net. Subject line to read ‘Poverty #8’.

Assignment #9:

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:

• What are the seven across the board “success killers”?
• What do the schools that you have read in your research seem to have in common?
• What ideas do you have to link this information with your own teaching?
• What can you do to improve your own accountability with these or any difficult students?
• Send to Brenda at bbbrain@comcast.net. Subject line to read ‘Poverty #9’.

Assignment #10:

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:

• What changes can be made to turn standards into meaningful units?
• Why is pre-assessing so important to effective lessons?
• What is the link between formative assessment and success?
• What does Seligman have to say about optimism?
• How can you create a better “hope building” environment in your room?
• What did you learn about arts, athletics, and advanced placements?
• Send to Brenda at bbbrain@comcast.net. Subject line to read ‘Poverty #10’.

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 #11:

• As you visualize your coming year, what changes do you see that you can make immediately and then as the year progresses?
• Outline what you can do to create change within your classroom or school.
• Describe what you will do and the supporting research for this change.
• To support this, check out the story of Mr. Hawkins adjusting his techniques for more powerful teaching.
• Respond with a chart, a 2-3 page paper, a mind map, or a video showing what you have done in your class.
• Send to Brenda at bbbrain@comcast.net. Subject line to read ‘Poverty #11’.

Assignment #12:

• Share what you have learned with a colleague/administrator/district leadership.
• Go over the research that has created the most impact for your teaching and explain the long term ramifications for your teaching in the classroom.
• Write up the conversation and the effect of the research. 2-3 pages.
• Send to Brenda at bbbrain@comcast.net. Subject line to read ‘Poverty #12’.

Assignment #13:

• Adapt a lesson to reflect what you’ve learned in this course.
• Implement your lesson with students in your classroom.
• Write a 250-500 word commentary on what worked well and what could be improved.
• Include any student feedback on your lesson.
• Share what you’ve learned with other teachers taking our courses by also contributing your Lesson to The Heritage Institute Lesson Library here. 
• You may download a copy of THI's lesson plan template here.
• Send your modified lesson and your commentary via email to your instructor.
• Send to Brenda at bbbrain@comcast.net. Subject line to read ‘Poverty #13-A’.

OR
Assignment #13-B:

• Use this option if you do not have a classroom available.
• Adapt a lesson to reflect what you’ve learned in this course. (Do not implement it.)
• Share what you’ve learned with other teachers taking our courses by contributing your Lesson to The Heritage Institute Lesson Library here.
• You may download a copy of THI's lesson plan template here.
• Write a 500+ word article concerning any noteworthy success you’ve had as a teacher with one or more students.
• Please refer to the guidelines on our blog What Works: Teaching at its Best prior to writing your article.
• When you submit your article to your instructor, please also email a copy to Yvonne Hall THI blog curator and media specialist.
• Indicate whether or not you are OK with having your article considered for publishing on our website.  
• Submit your modified lesson along with your article via email to your instructor.  
• Send to Brenda at bbbrain@comcast.net. Subject line to read ‘Poverty #13-B’.

Assignment #14: (500 Level ONLY)

Option A)

• Create a PowerPoint presentation for your staff based on this course and focused on perspectives that would benefit your school.
• Save it as a PDF.
• This PowerPoint should include graphics, color, correct font size, and be presentation ready.
• It must include at least 15 slides.
• Send me a DVD, if possible.
• Send to Brenda at bbbrain@comcast.net. Subject line to read ‘Poverty #14-A’.

OR

Option B)

• Design your own assignment (action plan) with instructor’s prior approval.
• This could include collecting data, journaling about the success of techniques you have tried, etc.  (I journaled for an entire year and created an assessment at the end of each week.) 
• This should involve 3-4 weeks of detailed work.
• Send to Brenda at bbbrain@comcast.net. Subject line to read ‘Poverty #14-B’.

OR

Option C)

• Decide on a plan for formative assessment.
• Keep track of your results.
• Create a chart showing your results.
• Share the results with the instructor.
• Research at least 4 other articles that support the learning in this class and share them with your instructor.
• Send to Brenda  at bbbrain@comcast.net. Subject line to read ‘Poverty #14-C’.

OR

Option D)

• If you are able to visit a school in a high poverty area, arrange a visit and focus on the following.
• What are they currently doing to create success? Observe any programs or teachers who are on the cutting edge.
• Write up your observations and send to your instructor.
• Send to Brenda at bbbrain@comcast.net. Subject line to read ‘Poverty #14-D’.

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)

1. What did you learn vs. what you expected to learn from this course?
2. What aspects of the course were most helpful and why?
3. What further knowledge and skills in this general area do you feel you need?
4. How, when and where will you use what you have learned?
5. How and with what other school or community members might you share what you learned?

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.

BIBLIOGRAPHY

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.