Category Archives for Psychology, Sociology & The Brain

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.

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.

A Nation Of Wimps The High Cost of Invasive Parenting

- 3 Graduate Credits -

Course Objectives

1. Educators will review the historical progression of rules and unrealistic expectations that have been implemented in society to protect children from themselves.
2. Teachers will look at how schools have been blamed for all of society problems and how schools have taken on the responsibility of addressing all potential situations.
3. Educators will examine social change that have taken place and that shifts have placed the burden of responsibility from individuals or parents onto other institutions, teachers, social support staff and school systems.
4. Teaches will explore ways to discern problem situations and then place the burden of responsibility where it belongs and to address overly protective parents.
5. Educators will then research this topic as it relates to their society, personal lives as well as its impact on schools, classrooms, students and apply solutions to these issues.

Character and Temperament Types: Please Understand Me

- 2 Graduate Credits -

Course Objectives

1. Educators will have a working knowledge of the four temperament types that include: Rational, Guardian, Artisan and Idealist personalities of their students and adults in educational and social settings.
2. Participants will take the personality test to determine what temperament type they are as well as their own particular teaching and learning styles preferences.
3. Educators will be able to apply the character and temperament types to classroom and school settings. They will also apply them to inter-faculty relationships and school staff to improve communications, productivity and effectiveness.
4. Educators will respond to the questions about how personality and character traits apply to classroom instruction, student and teacher effectiveness in school and society

Seven Habits of Highly Effective Teens

- 3 Graduate Credits -

Course Objectives

1. Educators will learn how the seven habits of effective people apply to schools and how to use them when working with teenagers to utilize constructive habits for living.
2. Teachers will examine how to use positive and proactive habits to build personal bank accounts as well as the needed skills and social Rewards on Investment (ROI).
3. Educators will be presented with the skill (habit) of visioning with the "End in Mind" as well as prioritizing tasks and behaviors for maximum benefit.
4. Students will be able to synergize knowledge, information and resources to seek understanding and negotiate win-win strategies for social success.
5. Teachers will develop writings and activities that apply the 7 habits into their instructional program so students can apply them in schools and their personal lives.

The Way They Learn

- 1 Graduate Credit -

Course Objectives

1. Teachers will learn about the basic theories and concepts of Concrete-Sequential (CS) and Random Abstract (RA) learning style preferences of learners and students.
2. Educators will examine the dominant Concrete-Sequential learning style and dominant Concrete-Random learning style and the learning characteristics that are preferred.
3. Students will examine the dominant Abstract-Sequential learning style and the Abstract-Random learning styles and describes why these learners have different preferences.
4. Educators will be presented with theories and explanations about how students concentrate, remember material, and how they understand academic content.
5. Teachers will examine numerous charts and diagrams that categorize and explain the various learning style preferences and how to use the information for instructional purposes in classrooms

Personality Plus

- 1 Graduate Credit -

Course Objectives

1. Teachers will learn about behavioral characteristics of the 4 main character types: Choleric, Sanguine, Phlegmatic and Melancholy
2. Educators will perform the self-evaluation character/personality test on themselves to determine their own character type and behavior style.
3. Teachers will examine both the positive and negative aspects of the character types and learn how to regulate the negative behaviors and/or accentuate the positive characteristics.
4. Participants will explore the resources, role models, discipline and support systems.
5. Educators will research the culture of poverty issue regarding alternative theories and conclusions presented in the book, as well as present a variety of solutions.
6. Educators will develop a written essay assignment, lesson plan, project or activity to introduce the personality concepts into the classroom environment.

Ennegram of Parenting

- 1 Graduate Credit -

Course Objectives

1. Teachers will study the historical background of the Enneagram and how it describes children in K-8 classrooms.
2. Participants will read and analyze the perfectionist, helper, and achiever personality styles in order to understanding those personality types.
3. Students will review the personality quizzes on the achiever, romantic, and observer's styles. They will study the questioner, asserter and peacemaker and their 10 common behavior problems and approaches to working with them.
4. Educators taking this course will find their own Enneagram personality style and participate in peer and teacher colleague discussions to share perspectives.
5. Teachers will develop a written paper that utilizes the content of the book as it applies to their classroom settings, students, and how to share the Enneagram styles with parents.

Multiple Intelligences in the Classroom

- 2 Graduate Credits -

Course Objectives

1. Educators will review the basic theory of multiple intelligences by Howard Gardner and its relationship to learning theory as applied to students in classroom settings and school environments.
2. Teachers will read and learn about MI in curriculum development, classroom management and student assessments for classroom applications.
3. Students will examine the practical applications of multiple intelligences for the elementary, middle school, and high school levels.
4. Multiple Intelligence strategies will be explored for cognitive skill development, special education and other subject area applications.
5. Teachers will analyze existential intelligence and other examples of MI lessons in elective classes and vocational programs for career development.

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.