Category Archives for Accredited By CSUP

Teach Like a Champion

- 3 Graduate Credits -

Course Objectives

1. Educators will learn various techniques that put students on a path to college by setting high expectations and standards that will ensure academic excellence.
2. Teachers are presented with developing and structuring lessons that engage students and create a well behaved classroom culture that builds trust and character.
3. Educators will view and write about the books DVD video contents that demonstrate 25 actual techniques that can be implemented in the classroom.
4. Teachers are presented with 50 techniques such as pacing, creating rhythm, critical thinking and numerous literacy skills that must be mastered for college success.
5. Teachers will develop writings, lessons and activities that demonstrate the books concepts and techniques so they can then apply to schools and classrooms.

Teach Like a Champion Review
By Mr. Allen , 7+ years in the classroom (major metropolitan area inner city district)

Teaching Gifted Students in the Regular Classroom

- 3 Graduate Credits -

Course Objectives

1. Educators will explore what it means to be a gifted learner, how to create a successful program and the basic beliefs and background about the education of gifted learners.
2. Participants will review the categories of academically, intellectually and creative thinking giftedness. The areas of visual, performing arts and psycho-motor giftedness are defined. Using contracts and customizing strategies for differentiation are presented.
3. Educators will examine issues such as underachievement, barriers to providing support for the gifted student and to understand this complex topic and for personalizing the program curriculum for gifted learners.
4. Participants will be presented with eleven ways to differentiate instruction for gifted learners such as organization, teacher and student roles, techniques and strategies, special assignments and evaluation.
5. Educators will learn about rubrics, instruction, enrichment and advanced placement strategies or for classroom implementation. Parenting Issues are also presented.

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.

Math Wonders to Inspire Teachers and Students

- 3 Graduate Credits -

Course Objectives

1. Educators will explore the various concepts, lessons and activities that stimulate and challenge students in advanced mathematical concepts and problems.
2. Participants taking this course will learn how to implement a variety of mathematical teaching concepts and complex or creative math problems for advanced learners.
3. Educators will learn about numerous mathematical lessons that are different and provide challenges and problems solving activities for both teachers and students.
4. Participants will study and utilize a variety of mathematical teaching strategies and implement various activities for classroom instruction and applications.
5. Educators will write an essay about math learning theory and they will develop lesson or unit plans using the strategies or activities from the book in their classroom.

Essentials of World Languages, Grades K-12

- 1 Graduate Credit -

Course Objectives

1. Teachers will examine the shift to performance-based model of language instruction programs and the challenges associated with new instructional activities, projects and academic assessments.
2. Students will learn about setting more realistic expectations for attaining student's second-language proficiency using a variety of instructional approaches.
3. Educators will be presented with new ways to arrange the instructional environment in languages classes as well as creating a new framework for the value of language learning in an increasing global social culture.
4. Teachers learn about designing curriculum and corresponding assessments. They will review current research in the field of world languages and design new lessons and classroom strategies.
5. Educators will review the new techniques and concepts that are being developed by teachers nationwide for possible implementation into their instruction.

Winning Strategies for Classroom Management

- 1 Graduate Credit -

Course Objectives

1. Educators will examine how discipline relates to standards and how school changes such as multi-age classes, looping and blocking increase the need for better management.
2. Teachers will learn how changing schools, diversity and inclusion require better class management skills for today's classroom. State or district standards are also reviewed.
3. Educators will look at similarities between skills employers demand and the self-management skills taught in an effectively managed classrooms.
4. Students will examine numerous figures and charts that provide strategies for addressing behaviors in classroom and school settings.
5. Teachers will learn to integrate self-management, learning to learn as well as how to proactively prevent misbehavior in classrooms and school settings.

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.

Differentiated Instruction in Mixed-Ability Classrooms

- 1 Graduate Credit -

Course Objectives

1. Educators will learn how differentiated instruction for mixed-ability groups applies to instructional strategies. State or local academic standards are also addressed.
2. Teachers will examine the role of the teacher in a differentiated classroom setting.
3. Learners are presented with strategies for managing a differentiated classroom and preparing students and parents for a differentiated classroom approach.
4. Educators will learn to plan differentiated lessons by readiness, interest and learning profiles for classroom implementation.
5. Teachers will be able to differentiate content, process, educational products and grading assessments in classrooms with mixed ability learners.