The Educational Psychology course explains the cognitive, linguistic, personal, social, and moral development of individuals as well as individual and group differences. This lesson also describes behaviorist and social cognitive views of learning, intrinsic and extrinsic motivation, and informal and formal assessments.

Click HERE for the syllabus.

This course is designed to prepare participants on how improving student achievement by using research-based instructional strategies, carry out student centered learning, apply learning profiles preferences in differentiating instruction, develop and implement facilitation skills, write four-phase lesson plans and acquire communication strategies and tools to optimize learning. This course will also explore how multiple intelligences and learning styles can affect curriculum development and learning.

Click HERE for the syllabus.

Leadership during times of change, even good change can be a challenge. This course supports your development as a professional who can lead educational settings during times of change. You will explore theories, techniques, and strategies for self-reflection, evaluating culture, integrating stakeholder feedback, and incorporating data as part of improvement processes. You will synthesize these skills in the design of a comprehensive improvement plan to address a specific problem within an educational setting.

Click HERE for the syllabus.

The Secondary Methods course discusses how to teach effectively in today’s secondary schools. This course develops an understanding of various learning modes, learning styles, multiple intelligences, questioning techniques, and other instructional strategies to engage students and be effective in today’s secondary school classroom. This course demonstrates how to use effective lesson plan design as well as various assessment techniques. This course also demonstrates strategies for ongoing professional development for teachers.

Click HERE for the syllabus.

The Classroom Management course is to provide classroom instructors with the information needed to focus on the core principles and practices of classroom management. This course blends a humanistic, competency-based approach with an applied, research-based, behavior management approach to provide instructors with the best current thinking on effective classroom management. 

Click HERE for the syllabus.

 This seminar/webinar delivered course aims to develop new knowledge and applications of innovative teaching and learning assessment strategies, which significantly increase student performance. Participants will learn to employ the Personal Skills Map assessment instrument as a tool for individual personal growth and develop a personal profile or “map” of eleven personal and life skills, describing ways present behaviors can be used for success.  

Emotional intelligence is a learned ability to identify, experience, understand, and express human emotions in healthy and productive ways. Emotional skills are primary factors of motivation and the gateway to lifelong learning and high levels of achievement. Research worldwide indicates that emotional intelligence skills are essential to all learning. This intensive course will introduce educators, trainers, and managers to the concepts of emotional intelligence to enable their students/employees to acquire new information more rapidly and with less stress. Participants will receive instruction and practice in creating a carefully orchestrated, highly positive learning environment to make individual performance in any subject area more rapid, effective, and enjoyable. 

Click HERE for the syllabus.

This seminar/webinar delivered course aims to enhance the development of a student’s goal achievement and personal responsibility skills. Emotionally intelligent teachers or trainers will be able to model and talk about the most important thoughts and behaviors to a person’s goal, academic achievement, and personal well-being. The skills learned in this course provide a research-derived and validated approach to help learners identify, understand, and develop specific behaviors related to critical thinking skills.  

This seminar/webinar uses the Personal Responsibility Map as a starting point for individual and group-focused interventions emphasizing experiential and skill-based learning experiences to improve learner achievement and personal effectiveness. This model encourages self-awareness, self-understanding, and positive personal change within the context of a supportive relationship. The Personal Responsibility Map measures the following areas: goal setting, self-efficacy, values congruence, achievement drive, supportive environment, self-esteem, self-management, problem-solving, and resiliency. 

Click HERE for the syllabus.

This course is designed to address issues in education related to student engagement and performance through the concrete application of research-based instructional strategies and program innovations. Students will learn to identify learning and behavior preferences and teach their classroom students how to employ the strategy to identify preferences in others and to use that knowledge to manage behaviors better, communicate with others, and resolve conflicts. By identifying how higher levels of emotional intelligence can predict higher levels of academic achievement, the importance of relationships and a positive classroom experience will be explored. Students will use their knowledge from the seminar, readings, and preliminary exercises to personalize and differentiate instruction and develop facilitation skills, as well as construct, develop, and apply lesson and learning plans. These plans will include communication strategies and tools to not only teach concepts but promote learner responsibility and optimize achievement. All assignments will be completed demonstrating writing skills and the use of APA format. 

Click HERE for the syllabus.

 This asynchronous seminar/workshop delivered course is designed to enable teachers to develop new knowledge to help them or others witnessing sexual misconduct by colleagues to make appropriate interventions. As a character in an interactive movie, participants will maneuver through the complex, emotional, and often morally ambiguous world of teaching. Students will make decisions at strategic points in the interactive movie answering thought-provoking questions about seemingly insignificant yet pivotal situations that teachers, administrators, and others who interact with young people face throughout the year. 

Click HERE for the syllabus.

This interactive, participatory course invites participants to explore and experience ways to deliver classroom instruction in an optimal learning environment enabling students to become more self-directed, motivated, responsible learners. Participants will make meaningful connections to learning by understanding and building relationships with themselves, the students, and the curriculum. Through modeling and coaching, participants will learn to apply techniques, skills, and strategies while integrating programs across curriculum subject areas to make learning more creative, effective, and fun. The course simulates experiences within a classroom setting and encourages practices that most effectively engage students in the learning process. Presentations and session activities are based on the 4 -Phase Lesson design. Strategies, techniques, and tactics are modeled and practiced throughout the week. Connections are made by building relationships through an integration of programs. Pre-seminar reading Requirements will allow students to maximize their workshop participation in demonstrations of whole-brain teaching techniques, varied communication styles, and dynamic presentation techniques.

Click HERE for the syllabus.

The Learning and the Brain course describes the roles, functions, processes, and physical makeup of the 

brain and how it can be leveraged for optimal learning. This course defines the structure of the brain, 

how it functions, and how to enhance student cognition and development of academic skills. The course 

will also provide the classroom instructor with tools to help the student understand short- and long-term memory, identify factors that influence students’ ability to remember, and understand higher level thinking and effective problem solving. Finally, this course will also help explain how multiple- intelligence and learning styles can affect curriculum development and learning. 

Click HERE for the syllabus.

The Thinking Maps course is designed to enable teachers at all levels to use Thinking Maps® as a common visual language for learning. These thinking process tools are the foundation for learners’ continuous cognitive development, from school to work. Thinking Maps® are used for content-specific and interdisciplinary learning, thus giving schools a common set of tools for integrating teaching, learning, and assessment. Given direct training in using these maps, students have concrete tools for independently and interdependently seeking patterns in information. These unique attributes of Thinking Maps® support students to become independent, reflective, lifelong problem solvers and learners. Students are empowered to draw on a range of different and related thinking processes, and they are motivated to persevere during complex tasks.

Click HERE for the syllabus.

This course explores the purpose of assessment and examine the value of feedback and distinguish between formative assessment and summative assessment. The features of validity, reliability, precision, practicality and efficiency will be as they relate to assessment. The components of classroom assessment: purpose, measurement, interpretation and use will be investigated. The implications of special education and student Individual Education Plans (IEP’s) as the relate to differentiation for some students will be examined. The value and use of learning targets and effective questioning both for instruction and assessment purposes will be identified. Resources for teaching students assessment taking skills will be given. 

Click HERE for the syllabus.

This course is designed to help instructors meet the goal of having an inclusive classroom. Although all students are unique, there are categories of students that require special effort and focus by the teacher to include them. Federal laws have identified and labeled specific categories of students who are to receive specific accommodations and types of instruction. There additional categories identified at the state government level and some district levels that instructors are required to recognize and accommodate. These considerations are important for the students’ educational experience but they are also important for the teacher to comply because the requirements carry the weight of law. In addition, this course provides guidance in ways to promote an inclusive classroom atmosphere and to help students develop skills in studying and test taking. 

Click HERE for the syllabus.