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Category Archives for Education And The Brain

Critical Race Theory in Schools

- 3 Credits - 

3 Semester Credits

(post-baccalaureate
PD credits for re-certification and
pay-lane increases
)

  • accredited nationwide
  • start any time
  • up to 5 months to complete
  • independent study
  • all course materials included with course tuition
  • view FAQ

Course Description

This course examines the implementation of Critical Race Theory and Woke Ideology into American schools nationwide. Teachers and the public have become aware of numerous questionable ideologies and social values that administrators and the media are promoting in American schools. Educators will examine the historical origins of the CRT and Woke views that teachers are expected to instruct and implement in the classroom. Educators will learn how to discern between ethical and rational social perspectives as opposed to inappropriate political issues. Educators will research these questionable social and educational mandates. Teachers will be able to discern them to develop positive traditional and age-appropriate lessons or activities for classroom applications.



$425

3 Semester Graduate Credits

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Critical Race Theory in Schools

- 3 Graduate Credits -

Course Objectives

  1. Educators will understand the origins and meaning of Critical Race Theory in schools and parental involvement and rights in curriculum oversight of controversial issues.
  2. Teachers will recognize the historical roots of CRT that change or reframe Civil Rights issues of discrimination into social or political differences that justify CRT Equity issues. 
  3. Educators will learn about government programs that have been funded to provide  numerous consultants and written materials to present to schools for staff and students.
  4. Teachers will be able to see how the Culture of Victimhood has changed to include numerous forms of perceived discrimination in sexuality or political progressive ideology. 
  5. Educators will research the issues with Woke Wrong Think, Political Correctness and how the media promotes single incidents as the social norm to justify CRT curricula. 
  6. Teachers will be given strategies to take back positive multiculturism in schools and how to fight back against manipulative and negative agendas that are dividing society. 
  7. Teachers will develop a lesson/unit plan and an activity or project that involve social or understand of political issues that improve learning and human relations in schools. 

Credit Hours

3 Semester Credits (post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

Critical Race Theory in Schools

Critical Race Theory in Schools

- 3 Credits - 3 Semester Credits(post-baccalaureate PD credits for re-certification andpay-lane increases)accredited nationwidestart any timeup to 5 months to completeindependent studyall course materials included with course tuitionview FAQCourse DescriptionThis course examines the implementation of Critical Race Theory and Woke Ideology into American schools nationwide. Teachers and the public have become aware of numerous questionable ideologies and social values that administrators and the media are promoting in American schools. Educators will examine the historical origins of the CRT and Woke views that teachers are expected to instruct and implement in the classroom. Educators will learn how to discern between ethical and rational

TLC Testimonials

I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.” – Tina B. , Maryland
Thank you very much, I appreciate your help in getting this to me for timely processing with my district.” – Christine G. , Indiana
Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
My superintendant forwarded an email about TLC to me” – J. Churchill. Danvers, MA
I heard about this program through a friend. The courses were approved by the Virginia Board of Education” – M. Barry. Fairfax, VA
Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…” – Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues

$425

(3 Semester Graduate Credits)

Theresa M. – PA –

“Hello, Dave. In my email to parents, I mentioned my very recent course with you [Designing an Online Classroom]. I had no idea how timely it would be. I do believe that my students and I haven’t skipped a beat! Of course, it changes things a fair amount, but I am very glad to already have experience with tools that were fun in the classroom but indispensable now!”

Tracey W. – WV –

“That was speedy! Thank you again for your time and all that you do!”                                    

Kimberly W. – PA –

“I LOVED the Assertive Discipline text and have already begun to implement many of the aspects – behavior narration, 100% compliance-100% of the time- into my classroom”                                    

Paul W. – OH –

” Thank you for the opportunity to reflect. I enjoyed the book! “                                    

Vicki W. – OH –

“Thank you soooo much! I appreciate all of your help getting started (and finished) with this course! “                                    

Jean W. – MN –

“The course I took was perfect for me as I am trying to write some Health curriculumwith two other Health teachers in the building. Teaching in Special education and regular ed allows me to see subjects from both sides. Instead of doing the two page paper at the end I chose to write a differentiated lesson plan for my Health class as that will be beneficial to me. Great course. I have recommended to a few others as well.Rubric for grading. My writing assignment corresponds with A/B grade area.”                    


Continue Reading >>

USD – Teaching Students How to Remember

- 3 Credits - 

Instructor:

Joseph C’de Baca MaEd.

Accredited By:

- University of San Diego

Grade Type:

University Transcript: Letter Grade

Course Description

This course will study learning and memory and how the brain processes information for memory retention and retrieval. The anatomy of the brain and how brain cells function as well as chemical reactions that facilitate the memory and learning process are explained....

View Full Course Description

$425

3 Semester Graduate Credits



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USD - EDC-X739U - Teaching Students How to Remember

- 3 Graduate Credits -






Course Objectives

  • Educators will learn how to reach students so they can be taught specific subject content utilizing background knowledge and memory reflection.
  • Teachers will explore how to reinforce content for memory retention and recode self-generated information to improve memory recall.
  • Educators will review content reinforcement strategies the include student feedback and the discussion processes that reinforce learning and memory.
  • Teachers will examine reviewing and practice techniques that reinforce information knowledge and retention for faster and easier content retrieval.
  • Teachers will develop writings, lessons and activities to apply the seven "R's" of memorization into their classroom instructional practices.
  • Credit Hours

    3 Semester Credits
    (post-baccalaureate professional development credit)

    Course Instructor

    Joseph C’de Baca MaEd.

    Accredited By:

    - University of San Diego

    Grade Type

    University Transcript: Letter Grade

    USD - EDC-X739U - Teaching Students How to Remember

    What Others Are Saying...

    I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
    – Tina B. , Maryland
    Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
    – Christine G. , Indiana
    Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
    My superintendant forwarded an email about TLC to me”
    – J. Churchill. Danvers, MA
    I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
    – M. Barry. Fairfax, VA
    Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
    – Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues





    Insert Content Template or Symbol

    Continue Reading >>

    USD – Getting Googled: Your Students Will Never Lose their Homework Again!

    - 3 Credits - 

    Instructor:

    David A. Beyers Ed.M.

    Accredited By:

    - University of San Diego

    Grade Type:

    University Transcript: Letter Grade

    Course Description

    This workshop is intended for teachers who are interested in learning how to take advantage of the free Google applications for educators. Google has changed the way we are doing education and is helping us eliminate excuses.

    View Full Course Description

    $425

    3 Semester Graduate Credits



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    USD - EDC-X752U - Getting Googled: Your Students Will Never Lose their Homework Again!

    - 3 Graduate Credits -






    Course Objectives

    From this course, participants will:

    1. Establish a free account with Google.
    2. Determine how to set up your Gmail and create classroom labels with assignment files.
    3. Review the similarities between Word and Docs to see what carries over and what major
      differences exist.
    4. Develop living windows into your classroom along with resources that will be incorporated into
      your ecourse including tutorials.
    5. Evaluate current web resources such as Forms, Slides and Sheets.

    Credit Hours

    3 Semester Credits
    (post-baccalaureate professional development credit)

    Course Instructor

    David A. Beyers Ed.M.

    Accredited By:

    - University of San Diego

    Grade Type

    University Transcript: Letter Grade

    USD - EDC-X752U - Getting Googled:
    Your Students Will Never Lose their Homework Again!

    What Others Are Saying...

    I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
    – Tina B. , Maryland
    Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
    – Christine G. , Indiana
    Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
    My superintendant forwarded an email about TLC to me”
    – J. Churchill. Danvers, MA
    I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
    – M. Barry. Fairfax, VA
    Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
    – Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues





    Insert Content Template or Symbol

    Continue Reading >>

    Building Your Blended Classroom: Leveraging Resources to Reach Learners

    - 3 Credits - 

    Instructor:

    David A. Beyers Ed.M.

    Accredited By:

    - Colorado State University Pueblo

    Course Description

    This course is intended for teachers who are interested in or have already begun
    incorporating online instruction into their classrooms.

    View Full Course Description

    $425

    3 Semester Graduate Credits





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    Building Your Blended Classroom: Leveraging Resources to Reach Learners

    - 3 Graduate Credits -






    Course Objectives

    From this course, participants will:

    1. Evaluate the potential for online and technology-enriched instruction to engage and teach today’s learners.
    2. Identify the major components of Behaviorism, Cognitivism, Constructivism, and Connectivism, and apply these theories to online and blended instruction.
    3. Define the roles of an online instructor, and evaluate the importance of these roles.
    4. Explore various Web 2.0 technologies and assess their potential as learning tools in an online or technology-rich classroom.
    5. Create a unit outline for blended classroom application.

    Credit Hours

    3 Semester Credits
    (post-baccalaureate professional development credit)

    Course Instructor

    David A. Beyers Ed.M.

    Accredited By:

    - Colorado State University Pueblo

    Grade Type

    University Transcript: Letter Grade

    Building Your Blended Classroom: Leveraging Resources to Reach Learners

    What Others Are Saying...

    I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
    – Tina B. , Maryland
    Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
    – Christine G. , Indiana
    Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
    My superintendant forwarded an email about TLC to me”
    – J. Churchill. Danvers, MA
    I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
    – M. Barry. Fairfax, VA
    Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
    – Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues






    Continue Reading >>

    Getting Googled: Master’s Edition

    - 3 Credits - 

    Instructor:

    David A. Beyers Ed.M.

    Accredited By:

    - Colorado State University Pueblo

    Course Description

    The goal of this course is to provide participants with an introductory knowledge of Google Drive applications, strategies and best practices for making use of them in the classroom, and an awareness of the potential benefits and challenges of implementation.

    View Full Course Description

    $425

    3 Semester Graduate Credits





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    Getting Googled: Master's Edition

    - 3 Graduate Credits -






    Course Objectives

    From this course, participants will:

    1. Develop a working journal of ideas for implementing Google Docs, Slides, Forms, and
      several other Google Drive applications in ways that benefit instruction and learning.
    2. Demonstrate proficiency in navigating and utilizing a variety of Google Drive
      applications.
    3. Create a “window” into their classroom to effectively and regularly communicate
      relevant information to students, parents, colleagues, and/or administrators.
    4. Develop a lesson plan that successfully incorporates (both technically and pedagogically)
      a single Google Drive application.
    5. Create a Google Classroom and explore pedagogical uses and visions for
      implementation.
    6. Outline a unit plan that effectively incorporates several Google Drive applications, in a
      variety of ways, that addresses instructional objectives, student engagement, and the
      potential impact of the Digital Divide, as well as other common obstacles.

    Credit Hours

    3 Semester Credits
    (post-baccalaureate professional development credit)

    Course Instructor

    David A. Beyers Ed.M.

    Accredited By:

    - Colorado State University Pueblo

    Grade Type

    University Transcript: Letter Grade

    Getting Googled: Master's Edition

    What Others Are Saying...

    I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
    – Tina B. , Maryland
    Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
    – Christine G. , Indiana
    Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
    My superintendant forwarded an email about TLC to me”
    – J. Churchill. Danvers, MA
    I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
    – M. Barry. Fairfax, VA
    Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
    – Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues







    Insert Content Template or Symbol

    Continue Reading >>

    Teaching Students How to Remember

    - 3 Credits - 



    3 Semester Credits

    (post-baccalaureate
    PD credits for re-certification and
    pay-lane increases
    )

    • accredited nationwide
    • start any time
    • up to 5 months to complete
    • independent study
    • all course materials included with course tuition
    • view FAQ

    Course Description

    This course will study learning and memory and how the brain processes information for memory retention and retrieval. The anatomy of the brain and how brain cells function as well as chemical reactions that facilitate the memory and learning process are explained. Teachers will learn about the different types of memory, such as semantic, location, emotional, episodic, and procedural and location memories Educators will evaluate their teaching methods and apply brain memory and learning strategies for improving student achievement. Students will develop written lessons and activities for classroom applications to help students remember curriculum content.

    $425

    3 Semester Graduate Credits







    Item categoryeducation-and-the-brain not found.Item ma-categoryeducation-and-the-brain not found.Item categoryeducation-and-the-brain2 not found.Item ma-categoryeducation-and-the-brain2 not found.

    Teaching Students How To Remember

    - 3 Graduate Credits -






    Course Objectives

    1. Educators will learn how to reach students so they can be taught specific subject content utilizing background knowledge and memory reflection.
    2. Teachers will explore how to reinforce content for memory retention and recode self-generated information to improve memory recall.
    3. Educators will review content reinforcement strategies the include student feedback and the discussion processes that reinforce learning and memory.
    4. Teachers will examine reviewing and practice techniques that reinforce information knowledge and retention for faster and easier content retrieval.
    5. Teachers will develop writings, lessons and activities to apply the seven "R's" of memorization into their classroom instructional practices.

    Credit Hours

    3 Semester Credits (post-baccalaureate professional development credit)

    Course Instructor

    Joseph C’de Baca MaEd.

    Grade Type

    University Transcript: Click Here For Details

    Teaching Students How To Remember

    Teaching Students How to Remember

    - 3 Credits - 3 Semester Credits(post-baccalaureate PD credits for re-certification andpay-lane increases)accredited nationwidestart any timeup to 5 months to completeindependent studyall course materials included with course tuitionview FAQCourse DescriptionThis course will study learning and memory and how the brain processes information for memory retention and retrieval. The anatomy of the brain and how brain cells function as well as chemical reactions that facilitate the memory and learning process are explained. Teachers will learn about the different types of memory, such as semantic, location, emotional, episodic, and procedural and location memories Educators will evaluate their teaching methods and apply brain memory and

    TLC Testimonials

    I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
    – Tina B. , Maryland
    Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
    – Christine G. , Indiana
    Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
    My superintendant forwarded an email about TLC to me”
    – J. Churchill. Danvers, MA
    I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
    – M. Barry. Fairfax, VA
    Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
    – Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues


    $425

    (3 Semester Graduate Credits)







    Theresa M. – PA –

    “Hello, Dave. In my email to parents, I mentioned my very recent course with you [Designing an Online Classroom]. I had no idea how timely it would be. I do believe that my students and I haven’t skipped a beat! Of course, it changes things a fair amount, but I am very glad to already have experience with tools that were fun in the classroom but indispensable now!”

    Tracey W. – WV –

    “That was speedy! Thank you again for your time and all that you do!”                                    

    Kimberly W. – PA –

    “I LOVED the Assertive Discipline text and have already begun to implement many of the aspects – behavior narration, 100% compliance-100% of the time- into my classroom”                                    

    Paul W. – OH –

    ” Thank you for the opportunity to reflect. I enjoyed the book! “                                    

    Vicki W. – OH –

    “Thank you soooo much! I appreciate all of your help getting started (and finished) with this course! “                                    

    Jean W. – MN –

    “The course I took was perfect for me as I am trying to write some Health curriculumwith two other Health teachers in the building. Teaching in Special education and regular ed allows me to see subjects from both sides. Instead of doing the two page paper at the end I chose to write a differentiated lesson plan for my Health class as that will be beneficial to me. Great course. I have recommended to a few others as well.Rubric for grading. My writing assignment corresponds with A/B grade area.”                    


    Continue Reading >>

    Encouragement They Will Understand

    - 3 Credits - 



    3 Semester Credits

    (post-baccalaureate
    PD credits for re-certification and
    pay-lane increases
    )

    • accredited nationwide
    • start any time
    • up to 5 months to complete
    • independent study
    • all course materials included with course tuition
    • view FAQ

    Course Description

    This course examines the psychological dynamics of Encouragement They Will Understand and their impact on social and family systems. Educators will become knowledgeable about the various types of encouragement they will understand and how they apply to students in school settings. Teachers will research the issues and dynamics of attachment theory. They will discover their own type of encouragement they will understand and how they can apply the 5 Encouragement They Will Understand to education. The course examines social and psychological issues in human relations so teachers can work effectively with students and parents in classroom and school settings. (3 credits).

    Teacher feedback about this course

    $425

    3 Semester Graduate Credits







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    Encouragement They Will Understand

    - 3 Graduate Credits -






    Course Objectives

    1. Educators will have a working knowledge of the different types of love styles and attachment theory issues that people use for human needs and emotions.
    2. Teachers will analyze possible causes of divorce, family issues and the impact on the affective needs of children, adolescents and student applications.
    3. Participants will learn how to incorporate and evaluate the encouragement they will understand of children, teens and students in classrooms and school environments.
    4. Educators will be able to discern the 5 languages: Words of Affirmation, Quality Time, Receiving Gifts, Acts of Service and Physical Touch and apply them appropriately.
    5. Educators will participate in family, friends as well as peer discussions and research topics related to the encouragement they will understand topics as applied to human relations.
    6. Teachers will write about encouragement they will understand in family and society with an emphasis on attachment theory as applied to society, students and school environments.

    Credit Hours

    3 Semester Credits
    (post-baccalaureate professional development credit)

    Course Instructor

    Joseph C’de Baca MaEd.

    Grade Type

    University Transcript: Click Here For Details

    Encouragement They Will Understand

    What Others Are Saying About This Course

    Ann H. – MD –

    “Thank you so much for helping me to get my course graded in time for submission, I really appreciate it!”

    TLC Testimonials

    I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
    – Tina B. , Maryland
    Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
    – Christine G. , Indiana
    Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
    My superintendant forwarded an email about TLC to me”
    – J. Churchill. Danvers, MA
    I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
    – M. Barry. Fairfax, VA
    Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
    – Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues


    $425

    (3 Semester Graduate Credits)








    Continue Reading >>

    Gamification in the Classroom

    - 3 Credits - 

    Instructor:

    David A. Beyers Ed.M.

    Accredited By:

    - Colorado State University Pueblo

    Grade Type:

    University Transcript: Pass/Fail Grade

    Course Description

    This course will explore the principles of gaming and gamification, as well as how these principles can impact - both positively and negatively - student engagement and success in the classroom. Participants will explore the key components of popular games and apply them to the their own classroom procedures and pedagogy.  The course will culminate in a Gamified Unit Outline in which participants will incorporate gamification principles and processes into a new or existing unit lesson. Popular tools for gamifying a classroom will also be explored.

    View Full Course Description

    $425

    3 Semester Graduate Credits





    Item categoryeducation-and-the-brain not found.Item ma-categoryeducation-and-the-brain not found.Item categoryeducation-and-the-brain2 not found.Item ma-categoryeducation-and-the-brain2 not found.

    Gamification in the Classroom

    - 3 Graduate Credits -






    Course Objectives

    From this course, participants will:

    1. Examine the positive and negative aspects of gaming.
    2. Apply best practices, strategies, and tools for gamifying classroom procedures and lessons.
    3. Explore frameworks for gamification.
    4. Develop a strategic gamification plan for an existing unit or project.

    Credit Hours

    3 Semester Credits
    (post-baccalaureate professional development credit)

    Course Instructor

    David A. Beyers Ed.M.

    Accredited By:

    - Colorado State University Pueblo

    Grade Type

    University Transcript: Pass/Fail Grade

    Gamification in the Classroom

    What Others Are Saying...

    I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
    – Tina B. , Maryland
    Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
    – Christine G. , Indiana
    Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
    My superintendant forwarded an email about TLC to me”
    – J. Churchill. Danvers, MA
    I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
    – M. Barry. Fairfax, VA
    Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
    – Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues






    Continue Reading >>

    Providing Effective Feedback to Foster Student Growth

    - 3 Credits - 

    Instructor:

    David A. Beyers Ed.M.

    Accredited By:

    - Colorado State University Pueblo

    Grade Type:

    University Transcript: Pass/Fail Grade

    Course Description

    This course will explore the importance of providing constant and effective feedback to students. Participants will characterize the critical nature of feedback in the learning process and identify key strategies for improving their current practices. The components of effective feedback, tools for providing feedback, and potential barriers to implementation will also be discussed.

    View Full Course Description

    $425

    3 Semester Graduate Credits





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    Providing Effective Feedback to Foster Student Growth

    - 3 Graduate Credits -






    Course Objectives

    From this course, participants will:

    1. Examine the role of feedback in the learning process.
    2. Differentiate the key components of effective feedback.
    3. Apply best practices and strategies for providing feedback.
    4. Develop a strategic feedback plan for an existing unit or project.

    Credit Hours

    3 Semester Credits
    (post-baccalaureate professional development credit)

    Course Instructor

    David A. Beyers Ed.M.

    Accredited By:

    - Colorado State University Pueblo

    Grade Type

    University Transcript: Pass/Fail Grade

    Providing Effective Feedback to Foster Student Growth

    What Others Are Saying...

    I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
    – Tina B. , Maryland
    Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
    – Christine G. , Indiana
    Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
    My superintendant forwarded an email about TLC to me”
    – J. Churchill. Danvers, MA
    I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
    – M. Barry. Fairfax, VA
    Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
    – Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues






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    Smartphones in the Classroom: Strategies for Effective Implementation

    - 3 Credits - 

    Instructor:

    David A. Beyers Ed.M.

    Accredited By:

    - Colorado State University Pueblo

    Grade Type:

    University Transcript: Pass/Fail Grade

    Course Description

    This course will explore the advantages of student smartphone use in the classroom, as well as the potential obstacles that may arise from implementation. Participants will discuss the pros and cons of smartphones in the classroom, examine smartphone use policies, review potential apps, and design a lesson plan that effectively implements smartphones in the classroom.

    View Full Course Description

    $425

    3 Semester Graduate Credits





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    Smartphones in the Classroom: Strategies for Effective Implementation

    - 3 Graduate Credits -






    Course Objectives

    From this course, participants will:

    1. Examine the advantages and disadvantages of smart phone use in the classroom.
    2. Construct an effective smart phone use policy.
    3. Assess the educational value of various smart phone applications.
    4. Create a lesson plan that effectively implements the use of student smart phone use.

    Credit Hours

    3 Semester Credits
    (post-baccalaureate professional development credit)

    Course Instructor

    David A. Beyers Ed.M.

    Accredited By:

    - Colorado State University Pueblo

    Grade Type

    University Transcript: Pass/Fail Grade

    Smartphones in the Classroom: Strategies for Effective Implementation

    What Others Are Saying...

    I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
    – Tina B. , Maryland
    Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
    – Christine G. , Indiana
    Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
    My superintendant forwarded an email about TLC to me”
    – J. Churchill. Danvers, MA
    I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
    – M. Barry. Fairfax, VA
    Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
    – Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues






    Continue Reading >>
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