NO. OF CREDITS:
6 QUARTER CREDITS
[semester equivalent = 4.00 credits]
|WA CLOCK HRS:
A good working memory is crucial to becoming a successful leaner. Mounting evidence links literacy and numeracy to strong working memory. This course will provide a coherent overview of the role played by working memory in learning andits development during the school years. It willoffer teachers/counselors strategies for supporting working memory in students at all ages especially those who are underperforming. You will receive hands-on support for utilizing numerous techniques including: chunking, organization, keywords, peg words, loci, mnemonics and many more. Don’t miss this opportunity to gain practical, easy-to-implement, and evidence-based methods for working with students of all ages and with all levels of ability. Appropriate for all teachers K- 12.
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
Gathercole, Susan & Tracy Packiam Alloway. Working Memory & Learning: A Practical Guide for Teachers. 2012.Los Angeles, CA: Sage Books. ISBN: 978-1-4129-36143-2.
Text, Working Memory & Learning: A Practical Guide for Teachers, Approximately $15.00 used at 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.
In a 1-2 page introduction describe your current professional situation, some high/low points in your teaching career and why you chose to take this course.
Send to instructor: firstname.lastname@example.org. Subject line to read ‘Introduction Scores Rise’ #1.
Assignment #2: Exploring Working Memory.
Look at the definition of working memory from the video. Hopefully this will help you expand your understanding of the difference between short term and working memory.
Take a free memory assessment at:
What was new information for you in this section? What are the implications for your classroom/teaching situation?
In a 500 + word response discuss talk the definition of working memory, its limitations, and how it works.
Assignment #3: Short Term, Working & Long Term Memory.
Assignment #4: Working Memory - Reading & Math.
Assignment #5: Working Memory.
Assignment #6: Poor Working Memory.
What are the most common difficulties of children with poor working memory? What are the “must have” ideas for lesson design and application? What are the implications for your classroom/teaching situation? In a 1-2 page paper outline the characteristics of children with poor working memory.
Assignment #7: Intervention.
Assignment #8: Some Questions.
Take some time to summarize your new thinking based on the research.
What classroom changes did you observe that might work for you?
In a 250+ word response carefully consider why working memory considered as a core of human cognition and how good training for it will transfer to other cognitive abilities such as attention, fluid intelligence, problem solving, maths, reading comprehension. The take away the structural changes and procedures that you will change in your classrooms. You will notice that instead of misbehaving and dreaming, these kids have now become engaged. Share your own implications based on your specific profile at this time.
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 #9: Apps for Working Memory
Research and try investigate at least 5-7 working memory apps. Choose three to highlight. If they are free, try them out or allow a student to try them in your classroom. If they are one that must be purchased do some research on the statistics surrounding the worth of the app. The following is a great resource for you to get started:
In a 500+ word response detail your investigation, tests that were taken, and programs that are considered most effective. In the best world, you would be able to purchase one for your students with WM issues.
Send to instructor: email@example.com. Subject line to read ‘Scores Rise’ #9.
Assignment #10: RIP Toolbox.
In a 250+ response detail how you will add the strategies to your teaching repertoire and, if possible, try each of them with your class. Include the list of activities and your response and effectiveness with the ones you tried.
Send to instructor: firstname.lastname@example.org. Subject line to read ‘Scores Rise’ #10.
Assignment #11: Develop a Case History.
For those participating in Group Collaboration, this assignment is Required to be completed individually by all participants.
Develop a case history for two children who have struggled to be successful in your classroom. Based on your learning from this course, create and implement a plan of action to address the students’ working memory issues in a new way and to help each student change his/her view of learning and achievement.
Describe your case history, your plan of action and the student outcomes in a 500+ word response providing samples of student work if available.
Send to instructor: email@example.com. Subject line to read ‘Scores Rise’ #11.
Assignment #12: (500 Level ONLY)
In addition to the 400 level assignments, complete ONE(1) of the following assignment options:
Option A) Create a 20-minute PowerPoint presentation for your staff based on this course and focused on perspectives or strategies you feel would be beneficial for your school. Save this as a PDF.
Send to instructor: firstname.lastname@example.org. Subject line to read: ‘Scores Rise’ #12-A.
Option B) Mentor another individual in the concepts of this class. Have them share two or three key concepts that they would like to implement within their work or social setting. In a 3-4 page paper share the specifics of the plan to increase working memory and how it will be evaluated for success
Send to instructor: email@example.com. Subject line to read ‘Scores Rise’ #12-B.
Option C) Research videos on WM to use with your students. Choose at least 5 and detail how you would use in the classroom or with small groups.
A place to start is with this link. You could also use movie clips. Type in working memory training for kids and that will provide a number of excellent videos to get you started. Be creative and age appropriate.
In a 250+ word response detail your search and the amazing finds that will you assist you in teaching ALL kids about WM.
Send to instructor: firstname.lastname@example.org. Subject line to read ‘Scores Rise’ #12-C.
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)
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.
SCORES RISE WHEN KIDS REMEMBER: Working Memory & Learning