Category Archives for Accredited By CSUP

A Nation of Victims the Decay of American Culture

- 3 Graduate Credits -

Course Objectives

1. Educators will acquire a framework of understanding the Society of Victims, their excuses, victim speak language and the ego’s role in the no-fault, no pain society that has developed.
2. Students will learn of the roots of Victimism and how an inadequate self-identity along with the promotion of “I Deserve” or “Not my fault” and other entitlement labels or expectations.
3. Educators will learn how the new Civil rights Revolution has expanded and created new disorders and handicaps to claim various psychological excuses from self-responsibility.
4. Participants will explore the politically correct victimhood cultures that presume racism, sexism, homophobia, and other discriminatory labels or accusations to intimidate others.
5. Educators will research the issues associated with victimhood and blaming society and traditional individuals or groups that have differing social, behavioral or political philosophies.
6. Teachers will develop lesson/unit plans or activities to be utilized in schools to help students discern between valid or false judgments and to become self-responsible and positive citizens.

Why Gender Matters

- 3 Graduate Credits -

Course Objectives

1. Educators will understand the basic psychological behavior variations that exist along with the physiological differences that affect the bodies operational systems.
2. Students will recognize the hidden roles and social class expectations regarding both sexes and approaches to addressing problems, risks and social group practices.
3. Educators will analyze the gender behavioral variations in schools and social media influences and how sexuality may be affected in both school and public environments.
4. Participants will study about how drugs and alcohol may be perceived differently between the genders and the potential consequences of abuses to young people.
5. Educators will research the issues related to gender differences as well as the various alternative sexual preferences and identities that are currently affecting social norms.
6. Teachers will develop a lesson/unit plan and or activity/project that involve gender differences and improve their understanding for better student instruction and learning.

A Guide to the Scientific Method

- 3 Graduate Credits -

Course Objectives

1. Teachers will develop knowledge, understanding and strategies for applying and implementing the Scientific Method into various academic disciplines.
2. Educators taking this course will be able to discern between Scientific Opinion vs. Scientific Methods by complying with valid procedures for accurate results.
3. Teachers will learn about the practices of scientific journals both positive and negative regarding their funder’s goals and journal publications conclusions. 
4. Educators will learn about Confirmation Bias and its influence on objectivity as it relates to advocacy, promotion and acceptance of unreliable research. 
5. Teachers will research valid Scientific Methods use as they related to medical issues, policy and procedures that affect students’ health and safety in school.
6. Teachers will examine these issues and develop lessons/activities that utilize strategies in the book for improving the use of scientific method applications.

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. 

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.

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.

Universal Design for Learning

- 3 Graduate Credits -

Course Objectives

From this course, participants will:

1. Examine the key components often overlooked for a complete physical education experience.
2. Assess the impact of various resources: video, instrument, and smart-phone based.
3. Apply effective strategies for providing opportunities to experience the use those resources.
4. Explore a variety of applications that can help students monitor, plan and analyze their nutrition, sleeping, fitness levels.
5. Create a plan for the effective implementation of various resources to provide a holistic experience foreach and every student.

Building Your Google Classroom: Distance Learning Your Students Will Recognize

- 3 Graduate Credits -

Course Objectives

From this course, participants will:

1. Demonstrate growth in content knowledge related to teaching assignment and the application of content knowledge to classroom instruction and assessment.
2. Understand scientifically-based practices in teaching and learning, including strategies in literacy education, instructional technology, differentiation of instruction, and apply them to raise student achievement.
3. Demonstrate multiple means of assessing and evaluating student learning and use them to change teaching and learning.
4. Locate, interpret, synthesize, and apply educational research in best practices in teaching.
5. Understand models for professional change, including teacher collaboration, professional learning communities, strategies for mentoring and coaching to facilitate change, and effective professional development.
6. Demonstrate understanding of reflective practice that results in improved classroom teaching and learning, including teacher reflection, use of technology in self-assessment, collaboration for change, and self-management of change.
7. Demonstrate understanding of system and organizational change in education, including models for school change and current research and trends in school change.
8. Demonstrate responsibility for student learning at high levels.
9. Demonstrate responsibility for school reform and leadership in school change.