Category Archives for Accredited By CSUP

$425

3 Semester Graduate Credits

Format

Type

Item categoryaccredited-by-csuppage2 not found.Item ma-categoryaccredited-by-csuppage2 not found.Item categoryaccredited-by-csuppage22 not found.Item ma-categoryaccredited-by-csuppage22 not found.

Strategies for Reaching At-Risk Students in the Elementary Setting

- 3 Graduate Credits -

Course Objectives

From this course, participants will:

Characterize the at-risk student.
Incorporate effective strategies for at-risk students into classroom procedures and policies.
Explore district and community programs for at-risk students.
Develop a comprehensive, individualized plan for an at-risk student.

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

Strategies for Reaching At-Risk Students in the Elementary Setting

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

Format

Type

A Framework for Understanding Poverty

- 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 the patterns and behaviors of people in the culture of poverty. Social class rules and characteristics of generational poverty are explored. Teachers will examine the latest research as it applies to students in the classroom as well as parents. Educators will learn about improving instruction and academic achievement among students. Educators will research this issue for alternative or additional views to addressing the issue of poverty. Teachers may develop lessons or activities for classroom applications that help all students to be successful in school.

$425

3 Semester Graduate Credits

Format

Type

Item categoryaccredited-by-csuppage2 not found.Item ma-categoryaccredited-by-csuppage2 not found.Item categoryaccredited-by-csuppage22 not found.Item ma-categoryaccredited-by-csuppage22 not found.

A Framework For
Understanding Poverty

- 3 Graduate Credits -

Course Objectives

Educators will acquire a framework of the culture of poverty and the role of language.
Participants will learn about the hidden roles among social classes and how those roles influence how students work, behave and perceive the school experience.
Educators will learn about the characteristics of generational poverty and how the patters of behavior, problems and world views are passed to future generations.
Participants will explore the resources, role models, discipline and support systems.
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.
Teachers will develop a lesson or unit plan that utilizes strategies or activities in the book and how to use instructional techniques to improve student achievement.

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

A Framework For Understanding Poverty

What Others Are Saying About This Course

Jane T. – IL –

“I learned a great deal in this class and appreciate it’s affordability.”

Karen S. – IN –

“Thanks! I loved the book!!”

Catherine H. – MI –

“got it, thanks for the quick response. And I really like hearing that it’s all about me! Cathy (the Poverty one, not the Dropout one) :)”

Dolores H. – MI –

” My name is Dolores Harley. I registered for the online course “Understanding Poverty” in September of 2010. I dove in and read the entire book and started applying the ideas and concepts right away. The book was fascinating and I couldn’t put it down. Due to an extremely heavy work load during the school year I was not able to dedicate the time I wanted to complete the course work. I am beginning that work now. It is my hope that you will accept my work between now and sometime in September, 2011. I am enjoying the work

Marshelle G. – ND –

” Thank you so much for getting this done in such a timely manner! I will be able to have it post marked by the 15th and this saved me paying double to have my SW license renewed! I really appreciate your time! I am glad that my assignments were up to your standards for an “A” grade! I learned so much from this book! Thank you again!”

TLC Testimonials

Thank you very much, I appreciate your help in getting this to me for timely processing with my district.” – Christine G. , Indiana

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

$425

(3 Semester Graduate Credits)

Format

Type

Student Anger Management

- 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 issue of anger management and how teachers can identify the personal anger triggers and responses in students. Using a variety of control strategies to have student express anger constructively to deal with crises situations are presented. Activities and handouts are available to use in the classroom and counseling situations. The course expands the repertoire of interventions techniques for individual or group settings. Setting various realistic expectations for student's second-language proficiency are also presented. Educators will also research the topic of anger management along with an application essay or develop lessons for implementation.

$425

3 Semester Graduate Credits

Format

Type

Item categoryaccredited-by-csuppage2 not found.Item ma-categoryaccredited-by-csuppage2 not found.Item categoryaccredited-by-csuppage22 not found.Item ma-categoryaccredited-by-csuppage22 not found.

Anger Management for Youth: Stemming Aggression and Violence

- 3 Graduate Credits -

Course Objectives

Educators will review the issues related to anger management and the traditional approaches that have been utilized to address anger in youth, society and schools.
Participant will present sample lessons, key concepts, learning objectives and various approaches to develop working model lessons that they can design and implement.
Educators will learn about defining anger acceleration, its sequences and methods to control anger responses. Handouts and strategies are provided for use in class settings.
Participant will explore the use of coping strategies, self-talk and appropriate expressions of anger in group settings and how to apply them in counseling, school, home, work and personal relationships.
Educators will research a topic related to anger management and develop a written application essay and/or unit/ lesson plans or anger management processing activity for classroom or school settings.

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

Anger Management for Youth: Stemming Aggression and Violence

What Others Are Saying About This Course

Amy M. – IN –

“Thank you so much for your help. I truly appreciate your efficiency! “

Philip M. – OH –

“Just wanted to thank you, everything worked out perfectly!“

TLC Testimonials

Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana

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

Format

Type

Love Languages for Educators

- 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 Love Languages and their impact on social and family systems. Educators will become knowledgeable about the various types of love languages 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 love language and how they can apply the 5 Love Languages 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)

$425

3 Semester Graduate Credits

Format

Type

Item categoryaccredited-by-csuppage2 not found.Item ma-categoryaccredited-by-csuppage2 not found.Item categoryaccredited-by-csuppage22 not found.Item ma-categoryaccredited-by-csuppage22 not found.

Love Languages for Educators

- 3 Graduate Credits -

Course Objectives

Educators will learn relevant knowledge of the different types of love styles and their relationship attachment theory issues for student and human applications.
Teachers will analyze possible causes of divorce, family issues and the impact on the affective needs of children, adolescents and student applications.
Participants will understand how to incorporate and evaluate the love languages of children, teens and students in classrooms and school environments.
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.
Educators will participate in family, friends as well as peer discussions and research topics related to the love language topics as applied to human relations.
Teachers will research articles with an emphasis on attachment theory as applied to Love deprivation in early childhood upbringing of students and impact on schooling.

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

Love Languages for Educators

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

Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana

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)

Format

Type

Nation of Wimps: Overprotective Parents

- 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 approaches to parenting in our current culture. The styles of parenting in today’s culture are more abstract and permissive regarding limits and discipline. These behaviors are manifested by students whose misbehaviors are modeled and protected by parents and media. The family dynamics in society are very different then previous generations. Social attitudes regarding values and children along with overprotective parenting are issues in schools and classrooms. Ways of addressing these complex social and family dynamics are presented. Educators will research and develop writings and activities regarding these issues for school applications.

$425

3 Semester Graduate Credits

Format

Type

Item categoryaccredited-by-csuppage2 not found.Item ma-categoryaccredited-by-csuppage2 not found.Item categoryaccredited-by-csuppage22 not found.Item ma-categoryaccredited-by-csuppage22 not found.

A Nation Of Wimps The High Cost of Invasive Parenting

- 3 Graduate Credits -

Course Objectives

Educators will review the historical progression of rules and unrealistic expectations that have been implemented in society to protect children from themselves.
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.
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.
Teaches will explore ways to discern problem situations and then place the burden of responsibility where it belongs and to address overly protective parents.
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.

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

A Nation Of Wimps The High Cost of Invasive Parenting

What Others Are Saying About This Course

Peter M. – NJ –

“Thank you for being so considerate and understanding. If you need anything else please let me know.“

Amy L. – OR –

“Thank you so much for your time and consideration; have a wonderful rest of your weekend! Thank you so much again.“

Amy S. – OH –

“Thanks for getting back to me so quickly! I wanted you to know I enjoyed the books and coursework very much, and I plan to take further coursework through TLC in the years to come…”

TLC Testimonials

Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana

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)

Format

Type

Character and Temperament Types for Educators

- 2 Credits -

2 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

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 will be explored. Participants will take the personality test to determine what temperament type they are, as well as their own particular teaching and learning style preferences. Educators will be able to apply the character and temperament types to classroom and school settings. They will also examine inter-faculty relationships and school staff to improve communications, productivity and effectiveness.

$325

2 Semester Graduate Credits

Format

Type

Item categoryaccredited-by-csuppage2 not found.Item ma-categoryaccredited-by-csuppage2 not found.Item categoryaccredited-by-csuppage22 not found.Item ma-categoryaccredited-by-csuppage22 not found.

Character and Temperament Types: Please Understand Me

- 2 Graduate Credits -

Course Objectives

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.
Participants will take the personality test to determine what temperament type they are as well as their own particular teaching and learning styles preferences.
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.
Educators will respond to the questions about how personality and character traits apply to classroom instruction, student and teacher effectiveness in school and society

Credit Hours

2 Semester Credits
(post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

Character and Temperament Types: Please Understand Me

What Others Are Saying About This Course

Tracey W. – WV –

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

Tanja S. – CA –

“I enjoyed reading the book, and it will help me understand my students better.”

Bonnie M. – NV –

“Thank you. A lot of work for one credit but I feel I accomplished a task that was worthwhile. Have a Peaceful and Joyous Holiday Season,“

Julia G. – IA –

“I liked the grade rubric for the assignments because it gave me an idea of what you expected on each assignment. I worked toward and “A” for the class and reading the rubric expectations made it easier. “

Tina B. – MD –

“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.”

TLC Testimonials

Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana

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

$325

(2 Semester Graduate Credits)

Format

Type

Insert Content Template or Symbol

Assertive Discipline : Positive Behavior for Today’s Classroom

- 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 present traditional discipline strategies for classroom management in a proactive and assertive form. The myths that blame teachers for student misconduct are exposed in an age of misapplied self-esteem and increasing safety concerns. Educators learn to maintain a structured and supportive learning environment at all times with discipline plans from the books resources. Applying consequences along with positive recognition are outlined. Discover traditional classroom-proven practices that reduce teacher distractions so educators can focus on instruction and students learning.

$425

3 Semester Graduate Credits

Format

Type

Item categoryaccredited-by-csuppage2 not found.Item ma-categoryaccredited-by-csuppage2 not found.Item categoryaccredited-by-csuppage22 not found.Item ma-categoryaccredited-by-csuppage22 not found.

Assertive Discipline

- 3 Graduate Credits -

Course Objectives

Educators will learn how assertive discipline approaches assists and supports teacher rights, authority and responsibilities.
Teachers will examine myths and misinformation that often unjustifiably blame teachers for issues beyond their control or authority.
Educators will be presented with numerous discipline plans and behavior modification strategies for implementation into the classroom environment.
Students will be able to use the specific directives, implementing consequences and on-task behavior strategies for classroom management.
Teachers will develop a discipline plan or classroom management activity that utilizes positive recognition along with limits, structure and respect for authority.

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

Assertive Discipline

What Others Are Saying About This Course

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”

Melissa W. – PA –

“Thank you so very much! I’m really looking forward to taking these courses! Have a wonderful day, and again, thank you for your help! I have attached the PDF to this email. I hope that’s acceptable!”

David M. – FL –

“Here are my course evaluation and my completed registration form PDF. In the registration form I checked the “summer” course box; I hope that’s the correct box.“

Dale L. – SC –

“Thanks, made my day!!Have a great holiday!!!“

Kelly H. – PA –

“You made me very happy. Thank you for being so quick.”

Lindsay D. – CO –

“Thank you so much! I really got a lot out of both courses!“

TLC Testimonials

Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana

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

Format

Type

Best Practices for At- Risk Learners

- 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 presents 46 research-based tools, worksheets and resources which have been field-tested at schools and in dropout prevention programs nationwide. They help teachers, administrators, counselors and special educators who work with at-risk learners. It also explores the 15 strategies identified by the National Dropout Prevention Center. The book has indexes by grade level, job title and by individual strategy. Educators will research the topic; develop writings, lessons or activities for classroom applications that help at-risk students to be successful in school.

$425

3 Semester Graduate Credits

Format

Type

Item categoryaccredited-by-csuppage2 not found.Item ma-categoryaccredited-by-csuppage2 not found.Item categoryaccredited-by-csuppage22 not found.Item ma-categoryaccredited-by-csuppage22 not found.

At-Risk Learners: Best Practices

- 3 Graduate Credits -

Course Objectives

Educators will acquire a framework of working knowledge to teach at-risk students.
Participants taking this course will learn about ways of encouraging students to think about staying in school and how to make schools family friendly.
Educators will learn how to identify high-performing at-risk students and what parents can do to intervene when their child begins to fail in school.
Participants will explore the best practices and strategies that can help reduce school disenfranchisement and potential dropouts.
Educators will research the topic, develop a lesson or activities that utilizes strategies in the book and use the instructional techniques for improving student achievement.

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

At-Risk Learners: Best Practices

What Others Are Saying About This Course

Vicki W. – OH –

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

Carol M. – CO –

“Thank you. You are a rock star!“

Alexis L. – PA –

“Thank you very much for getting back to me so quickly! I just have one more question. Is there any way I can get an electronic copy of my receipt for these two courses? Thank you so much for your time. I’ll be sure to let more of my colleagues know about the wonderful opportunities you present to educators for continuing education!“

David H. – TN –

“I’ve been working on the “Dropout Dilemma” and will probably finish it up tomorrow. Just want to say that I’ve enjoyed becoming acquainted with your viewpoints in “Understanding Hispanic Students” and the “Dropout Dilemma.” … it is refreshing to hear someone in education speak the truth without fear of offending the politically correct. Your observations and recommendations for improving education are spot-on. I can tell you have spent some time in the real-life classroom environment. Thanks for everything”

David H. – TN –

“Once again, I really enjoyed the course and got a lot out of it. Thanks.”

David H. – TN –

“Really enjoyed the course and got a lot out of it. Thanks so much!”

TLC Testimonials

Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana

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

Format

Type

Grant Writing For Educators Made Easy

- 3 Credits -

Instructor:

David A. Beyers Ed.M.

Accredited By:

- Colorado State University Pueblo

Grade Type:

University Transcript: Pass/Fail Grade

Course Description

This workshop is designed to give participants a learning experience in which they will learn the components that go into grant writing for classrooms and develop the skills and tools necessary to apply and receive a grant.

View Full Course Description

$425

3 Semester Graduate Credits

Format

Type

Item categoryaccredited-by-csuppage2 not found.Item ma-categoryaccredited-by-csuppage2 not found.Item categoryaccredited-by-csuppage22 not found.Item ma-categoryaccredited-by-csuppage22 not found.

Grant Writing For Educators Made Easy

- 3 Graduate Credits -

Course Objectives

From this course, participants will:

Analyze the components to grant writing.
Evaluate the specificity of a grantee in accordance with the funding source.
Collect the essential data necessary to provide qualifying status of the grantee.
Develop the researching skill-set and communication tools necessary to find a funding source.
Discuss presentation style characteristics; both desired and detrimental
Complete grant applications that meet qualifying standards and monetary limits

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

Grant Writing For Educators Made Easy

What Others Are Saying...

Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana

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

Format

Type

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

Format

Type

Item categoryaccredited-by-csuppage2 not found.Item ma-categoryaccredited-by-csuppage2 not found.Item categoryaccredited-by-csuppage22 not found.Item ma-categoryaccredited-by-csuppage22 not found.

Gamification in the Classroom

- 3 Graduate Credits -

Course Objectives

From this course, participants will:

Examine the positive and negative aspects of gaming.
Apply best practices, strategies, and tools for gamifying classroom procedures and lessons.
Explore frameworks for gamification.
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...

Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana

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

Format

Type