NO. OF CREDITS:
6 QUARTER CREDITS
[semester equivalent = 4.00 credits]
|WA CLOCK HRS:
PENNSYLVANIA ACT 48:
Scientists now know so much more about how our students learn than they did thirty years ago and it is time to upgrade your learning. Did you know that our brains are not really designed for thinking? Did you know that most of what we learn is forgotten immediately? This book offers you the research and arguments to explain why and much, much more. All K-12 and university educators in all disciplines will benefit greatly from understanding the biological and cognitive basis for learning explained in this book. The nine principles are presented with clear, easy-to-understand applications for the classroom; the text is packed with strategies that will be useful in your classroom. If you are a teacher who is looking to increase your effectiveness, then this is the best teachers’ guide around.
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
Willingham, Daniel T. 2021. Why Don't Students Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom 2nd Edition. NJ: Jossey Bass.
New from $13.99
Text, Why Don’t Students Like School?, is approximately $14 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
For those participating in Group Collaboration, you must read and follow the instructions outlined in the Group Collaboration Guidelines. Click on the link for Guidelines. https://www.hol.edu/about/group-collaboration
You must complete your introduction before moving on to other assignments.
Introduce yourself in a 250+ word response.
Assignment #2: Why Don’t Students Like School?
Assignment #3: Teaching Kids The Skills They Need
Read chapter two, pgs. 25-54, in your text to assess the conundrum of state testing and factual learning. Also pay special note to reading in all content areas.
Watch the video: Teaching Content is Teaching Reading
Read the following article by Daniel Willingham. Unlocking the Science of How Kids Think.
Assignment #4: Memory in the Classroom
Create a memory chart or visual that will be helpful to you in the classroom. Make sure that you include all pertinent learning to why kids struggle with memory, why memory is so fragile, and why this might be a reason they disengage with school. Include your thoughts on tools you can use in the classroom.
Assignment #5: Understanding Abstract Ideas
Assignment #6: Pros and Cons of Drilling-Is It Worth It?
In 500+ words discuss your learning of the elements of memory, repetition, and drilling. Be sure to include the implications for the classroom. How will you address immediate changes you can incorporate into the classroom?
Respond to at least two other students to share your learning and opinion on drilling and the benefits.
Assignment #7: Thinking Like an Expert
Assignment #8: Learning Styles-The Controversy
Choose a learning styles profile to take online (including VARK) and discuss your own personal profile and results.
Write a letter to your administration, a colleague, a trusted friend discussing the implications of this research on learning styles and what is critical to consider when teaching a lesson that is equitable for all learners.
Assignment #9: Helping Slow Learners
Create a Venn Diagram that includes the new learning from your reading and the video. Please address each of the following:
1. A section on what you are already doing in the classroom
2. Questions that you have after the new research has been presented.
3. List of things that will change in your classroom for slower students and those who struggle.
Please allow enough room to include all your thoughts and learning. Last, make sure to comment somewhere on the page of what has most impacted you. You may also address this issue in a 500+ word response if you prefer writing and anlyzing.
Please respond to at least two others in forum.
Assignment #10: Role of the Teacher
Watch the video: Be a Mr. Jensen
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 #11: Case History.
Assignment #12: Lesson Development.
Complete one (1) of the following options:
Adapt a lesson to reflect what you’ve learned in this course.
Use this option if you do not have a classroom available.
In a 250+ word response detail the lesson plan, the specifics, and if you are willing me sure to upload on the Heritage site.
Assignment #13: (500 Level ONLY)
C. INTEGRATION PAPER
Assignment #14: (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.
REASONS STUDENTS DON’T LIKE SCHOOL: Mind & Your Classroom