Category Archives for Accredited By CSUP

Literacy Strategies to Improving Mathematics Instruction

- 2 Graduate Credits -

Course Objectives

1. Educators will learn about the use the application of language and writing as it applies to mathematical concepts and situational examples that translate to numerical applications.
2. Teachers will examine reading problems that hinder student comprehension of worded problems and to simplify or reword questions so students understand the math involved.
3. Educators will learn about applying writing to the mathematics classroom and how that helps students comprehend the mathematical computations involved within language and literacy development.
4. The wording for describing graphic representations from a visual format and then expressing the concepts to create meaning are also presented.
5. Teachers will develop lesson or unit plans that apply literacy strategies for addressing learning deficiencies and how this can help students improve their mathematical skills.

Curriculum and Instruction for the Thinking Classroom

- 3 Graduate Credits -

Course Objectives

1. Educators will learn how the thinking classroom uses brain science for synergistic thinking to develop the intellect as disciplinary ways of thinking and doing.
2. Teachers will examine how a concept-based journey in the inherent structure of knowledge helps educators develop a paradigm shift for conceptual understanding.
3. Educators will review academic standards and contextualize them into the curriculum to bring district level coherence to standards for understanding and implementation.
4. Students will be introduced to best practices techniques concept-based lessons while adapting instructional materials for supportive methods of teaching.
5. Teachers will develop writings, lessons and activities that utilize concept-based curriculum and instruction thinking strategies for classroom implementation.

Teaching With The Brain In Mind

- 3 Graduate Credits -

Course Objectives

1. Educators will learn about and develop a working knowledge of the latest brain research and learning theory. They will also acquire a basic understanding of the brain's physiology, size, content, lobe areas and basic brain operations.
2. Educators taking this course will understand how humans actually learn and remember new information. Teachers will learn how to use the brain's learning systems for memory retention, storage and the retrieval of knowledge.
3. Educators will learn about the brain's high and low attention cycles. They will examine the special education issues of ADD, LD and ADHD and the classroom implications.
4. Educators will explore how the brain’s natural reward process affects the attitudes of the students and learn techniques for developing intrinsic motivation.
5. Educators will develop a final application essay; activities or lesson plans that help teachers improve attention and create a more effective educational environment.

Teaching Learners Who Struggle with Mathematics

- 3 Graduate Credits -

Course Objectives

1. Educators will learn about the dissimilar learner and techniques to help students who struggle with mathematics use strategies for using place value in a variety of techniques.
2. Teachers will reexamine the addition of whole numbers to present the process using a variety of techniques. Then use the techniques in the subtraction of whole numbers.
3. Educators will learn about applying a variety of techniques for multiplication and division to reach the diverse perspectives and learning styles of students.
4. A variety of instructional approaches for understanding rational numbers with decimals and presenting them to students who have a hard time working with numbers.
5. Teachers will develop lesson or unit plans that apply literacy strategies for addressing learning deficiencies and how this can help students improve their mathematical skills.

Social Intelligence: The New Science of Human Relationships

- 3 Graduate Credits -

Course Objectives

1. Educators will review the way humans are wired to connect with others in a natural WiFi system and instinct for altruism that defines social intelligence.
2. Teachers may explore self awareness as it relates to social intelligence in a variety of settings and why genes are not destiny in developing SI skills.
3. Students will be presented with the need for a secure base and to develop personal set points for happiness that facilitate positive webs of attachment.
4. Teachers are exposed o how the mind and medicine are interrelated and how to manage the heart regarding trauma and emotional relearning.
5. Educators will examine how biology, stress and the lack of social connectedness can affect how we utilize social intelligence techniques in school environments.

Response to Intervention: Understanding RTI

- 3 Graduate Credits -

Course Objectives

1. Educators will acquire an understanding of the basic components and philosophy of the RTI system and design for school for reform.
2. Participants will study the RTI Multi-tiered Interventions Model Pyramid that explains the intensive, targeted and universal levels of RTI best practices.
3. Educators will be presented with solutions to address the root causes of student deficiencies and applications of RTI problem solving strategies.
4. Participants will be able to use data and benchmarks for addressing special education issues and concerns along with RTI professional development needs.
5. Educators will research the RTI system regarding its effectiveness in schools where it has been implemented and apply RTI concepts for use in their school district.

Motivation and Learning

- 3 Graduate Credits -

Course Objectives

1. Teachers will review student relationships and how to make learning easier without lowering standards. They will learn how to use various teaching tips and strategies.
2. Students will read about various quick-tips for increasing motivation and learning. They will examine and apply the various ideas for possible applications into their teaching environment.
3. Educators will examine how motivation works in human behavior and how to get students to be intrinsically motivated. The video: The Law of Attraction and are also viewed to blend mental consciousness concepts into motivation applications.
4. Educators will examine the motivation tips as they relate to instructional content and teaching for classroom implementation.
5. Teachers will learn about assessments, testing, and grading tips as they check for validity regarding testing and how they can be used for motivating students

Law of Attraction for Educators

- 3 Graduate Credits -

Course Objectives

1. Students will learn about the basic universal laws and the law of attraction as a scientific theory of quantum physics and how they apply to human psychology.
2. Teachers will learn about the law of deliberate creation and how positive or negative thoughts and emotions attract outcomes. Verbal affirmations are explored and together with vibration harmony assists in manifesting reality and personal goals.
3. Educators will learn about positive affirmation and how the art of allowing can be implemented in schools to improve teaching relationships and for motivating students.
4. Teachers will examine their own personal and spiritual lives as they relate to working in today's stressful schools. The will learn to utilize segment intending to practice the law of attraction in school environments with educators and students.

Understanding Hispanic Students and Issues: Module A

- 3 Graduate Credits -

Course Objectives

1. Educators will analyze statistical, educational, and social demographics that are related to Hispanic students and schooling trends in the United States.
2. Participants will clarify the origins of Hispanic ethnic labels and accurate use of them as well as the cultural contributions of the Maya, Aztecs, and Islamic Spain.
3. Educators will examine the origins of Hispanic stereotypes and myths regarding Spanish history or culture and explore them from a Spanish perspective.
4. Participants will learn about and contrast various Hispanic cultural views, behaviors, and traits to distinguish them from U.S. culture and/or normal adolescent behavior.
5. Educators will understand Hispanic religious beliefs and practices as well as the current immigrant assimilation and acculturation process.
6. Participants will review and explore the current social, educational and political issues affecting U.S. Hispanos in school and society

1. Educators will review learning theory and methodology for improving their instructional effectiveness regarding teaching Hispanic student's basic skills and core knowledge.
2. Educators will synthesize the course content, power point shows and DVD's to develop a comprehensive approach to effective teaching and improving student achievement.

Module B: Understanding Hispanic Students and Issues

- 3 Graduate Credits -

Course Objectives

1. Analyze statistical, educational, and social demographics of Hispanic students.
2. Review the Mexican era 1821, United States era 1847 and 1900's to 2015.
3. Review contributions of farm labor, industrial manufacturing & service industries.
4. Examine the origins of Mexican stereotypes and myths regarding immigration.
5. Learn about and contrast various Hispanic cultural views, behaviors, and traits.
6. Understand Hispanic religious beliefs and the immigrant assimilation process.
7. Discern between traditional cultural behaviors and U.S. media social forces.
8. Learn about and discuss the current social- political issues affecting Hispanos.
9. Learn diagnostic skills- strategies to improve student academic achievement.
10. Examine the social backgrounds of Hispanic families and inter-ethnic diversity.
11. Learn about the various Hispanic educational obstacles and school dropout issues.
12. Review learning theory-methodology for improving instructional effectiveness.
13. Learn about current Latino/Chicano social subcultures and political ideologies.
14. Research, design and apply instructional units/lessons for classroom use.