NO. OF CREDITS:
3 QUARTER CREDITS
[semester equivalent = 2.00 credits]
|WA CLOCK HRS:
PENNSYLVANIA ACT 48:
What’s going on in there? This is a question every parent and teacher of a teen has asked. No one expected the answer that the teen brain was keeping secrets-big ones at that. What scientists found took everyone by surprise; indeed, the adolescent brain was undergoing a dynamic transformation getting ready itself for adulthood. Even more shocking was the information that the brain keeps developing into the twenties.
This is your chance to discover that the old culprits, rebellion, exuberance and hormones, are not the only answers. In this course you will learn about the teen brain, how to navigate the abrupt shifts in emotion and behavior and still be an effective teacher.
Now is the time to unlock adolescent thinking and behavior by explaining the biological changes happening in the teenage brain. The practical side of this exciting class is to provide strategies for creating a more academically AND emotionally productive classroom. Don’t miss this opportunity to find out the secrets that have eluded teachers since teenagers have been going to school!
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
Feinstein, Cheryl. Secrets of the Teenage Brain. 2009. Corwin Press. ISBN 1-890460-42-7.
None. All reading is online.
Text, Secrets of the Teenage Brain, is approximately $14 on Amazon.com. Available used from $4.00 and up.
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.
You must complete your introduction before moving on to other assignments.
Introduce yourself 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?
Assignment #2: A Different Brain.
Neurological and biological changes are rampant during adolescence. Your response will consider how these changes affect what you do in the classroom, along with your understanding of how their thinking and feeling brain
Assignment #3: About Emotional Impact
Adolescents' judgment can be overwhelmed by the urge for new experiences, thrill-seeking, and sexual and aggressive impulses. They sometimes seem driven to seek experiences that produce strong feelings and sensations. Now scientific research is suggesting a new reason for the clashes between teenagers and their environment. Unsettled moods and unsettling behavior may be rooted in uneven brain development. This section of reading is critical to understanding behavior and considering discipline and motivation.
Assignment #4: Self Esteem.
Assignment #5: Hormones.
Assignment #6: Vulnerable to Addictions.
Why are teens so vulnerable to drug addiction? Why do teens act out, and take drugs to begin with? Why are drugs being initiated so early on in adolescence, and why is the scope of these national statistics still growing? We often view teens as irresponsible or immature without recognizing that there is almost always a biological or chemical explanation behind their behavior. And while this re-modeling occurs, teenagers simultaneously become inevitably susceptible to certain risks like addiction.
Watch the video Which Brain Do You Want featuring Dr. Daniel Amen
Consider the following in your response:
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 #7: Lesson Development.
Complete one (1) of the following options:
Develop an action plan for one aspect of your teaching reflecting what you have learned about teen brains in this course.
Send your modified lesson and your commentary via email to your instructor.
Use this option if you do not have a classroom available.
Assignment #8: Teaching Strategies
Assignment #9: Share Your Learning.
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)
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.
TEACHING THE TEEN BRAIN