Category Archives for Education And The Brain

$425

3 Semester Graduate Credits

Format

Type

Item categoryeducation-and-the-brain not found.Item ma-categoryeducation-and-the-brain not found.Item categoryeducation-and-the-brain2 not found.Item ma-categoryeducation-and-the-brain2 not found.

Building Classroom Culture

- 3 Graduate Credits -

Course Objectives

From this course, participants will:

Identify the key tenets of social-emotional learning, culturally-responsive teaching, and equitable educational practices.
Explore strategies for building community with and among their students, families, colleagues, and the community.
Examine the impact of instructional practices, assessment strategies, material selection, and the Digital Divide on classroom culture.
Devise actionable steps towards creating a more positive classroom culture.

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

Building Classroom Culture

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

Insert Content Template or Symbol

Critical Race Theory in Schools

- 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 implementation of Critical Race Theory and Woke Ideology into American schools nationwide. Teachers and the public have become aware of numerous questionable ideologies and social values that administrators and the media are promoting in American schools. Educators will examine the historical origins of the CRT and Woke views that teachers are expected to instruct and implement in the classroom. Educators will learn how to discern between ethical and rational social perspectives as opposed to inappropriate political issues. Educators will research these questionable social and educational mandates. Teachers will be able to discern them to develop positive traditional and age-appropriate lessons or activities for classroom applications.

$425

3 Semester Graduate Credits

Format

Type

Item categoryeducation-and-the-brain not found.Item ma-categoryeducation-and-the-brain not found.Item categoryeducation-and-the-brain2 not found.Item ma-categoryeducation-and-the-brain2 not found.

Critical Race Theory in Schools

- 3 Graduate Credits -

Course Objectives

Educators will understand the origins and meaning of Critical Race Theory in schools and parental involvement and rights in curriculum oversight of controversial issues.
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.
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.
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.
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.
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.
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.

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

Critical Race Theory in Schools

- 3 Credits - 3 Semester Credits(post-baccalaureate PD credits for re-certification andpay-lane increases)accredited nationwidestart any timeup to 5 months to completeindependent studyall course materials included with course tuitionview FAQCourse DescriptionThis course examines the implementation of Critical Race Theory and Woke Ideology into American schools nationwide. Teachers and the public have become aware of numerous questionable ideologies and social values that administrators and the media are promoting in American schools. Educators will examine the historical origins of the CRT and Woke views that teachers are expected to instruct and implement in the classroom. Educators will learn how to discern between ethical and rational

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

Theresa M. – PA –

“Hello, Dave. In my email to parents, I mentioned my very recent course with you [Designing an Online Classroom]. I had no idea how timely it would be. I do believe that my students and I haven’t skipped a beat! Of course, it changes things a fair amount, but I am very glad to already have experience with tools that were fun in the classroom but indispensable now!”

Tracey W. – WV –

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

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”

Paul W. – OH –

” Thank you for the opportunity to reflect. I enjoyed the book! “

Vicki W. – OH –

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

Jean W. – MN –

“The course I took was perfect for me as I am trying to write some Health curriculumwith two other Health teachers in the building. Teaching in Special education and regular ed allows me to see subjects from both sides. Instead of doing the two page paper at the end I chose to write a differentiated lesson plan for my Health class as that will be beneficial to me. Great course. I have recommended to a few others as well.Rubric for grading. My writing assignment corresponds with A/B grade area.”

USD – Teaching Students How to Remember

- 3 Credits -

Instructor:

Joseph C’de Baca MaEd.

Accredited By:

- University of San Diego

Grade Type:

University Transcript: Letter Grade

Course Description

View Full Course Description

$425

3 Semester Graduate Credits

Format

Type

Item categoryeducation-and-the-brain not found.Item ma-categoryeducation-and-the-brain not found.Item categoryeducation-and-the-brain2 not found.Item ma-categoryeducation-and-the-brain2 not found.

USD - EDC-X739U - Teaching Students How to Remember

- 3 Graduate Credits -

Course Objectives

Educators will learn how to reach students so they can be taught specific subject content utilizing background knowledge and memory reflection.

Teachers will explore how to reinforce content for memory retention and recode self-generated information to improve memory recall.

Educators will review content reinforcement strategies the include student feedback and the discussion processes that reinforce learning and memory.

Teachers will examine reviewing and practice techniques that reinforce information knowledge and retention for faster and easier content retrieval.

Teachers will develop writings, lessons and activities to apply the seven "R's" of memorization into their classroom instructional practices.

Credit Hours

3 Semester Credits
(post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Accredited By:

- University of San Diego

Grade Type

University Transcript: Letter Grade

USD - EDC-X739U - Teaching Students How to Remember

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

Insert Content Template or Symbol

USD – Getting Googled: Your Students Will Never Lose their Homework Again!

- 3 Credits -

1.Getting Googled_ Your students will never lose their homework again!

Instructor:

David A. Beyers Ed.M.

Accredited By:

- University of San Diego

Grade Type:

University Transcript: Letter Grade

Course Description

This workshop is intended for teachers who are interested in learning how to take advantage of the free Google applications for educators. Google has changed the way we are doing education and is helping us eliminate excuses.

View Full Course Description

$425

3 Semester Graduate Credits

Format

Type

Item categoryeducation-and-the-brain not found.Item ma-categoryeducation-and-the-brain not found.Item categoryeducation-and-the-brain2 not found.Item ma-categoryeducation-and-the-brain2 not found.

USD - EDC-X752U - Getting Googled: Your Students Will Never Lose their Homework Again!

- 3 Graduate Credits -

Course Objectives

From this course, participants will:

Establish a free account with Google.
Determine how to set up your Gmail and create classroom labels with assignment files.
Review the similarities between Word and Docs to see what carries over and what major
differences exist.
Develop living windows into your classroom along with resources that will be incorporated into
your ecourse including tutorials.
Evaluate current web resources such as Forms, Slides and Sheets.

Credit Hours

3 Semester Credits
(post-baccalaureate professional development credit)

Course Instructor

David A. Beyers Ed.M.

Accredited By:

- University of San Diego

Grade Type

University Transcript: Letter Grade

USD - EDC-X752U - Getting Googled:
Your Students Will Never Lose their Homework Again!

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

Insert Content Template or Symbol

Building Your Blended Classroom: Leveraging Resources to Reach Learners

- 3 Credits -

Instructor:

David A. Beyers Ed.M.

Accredited By:

- Colorado State University Pueblo

Course Description

This course is intended for teachers who are interested in or have already begun
incorporating online instruction into their classrooms.

View Full Course Description

$425

3 Semester Graduate Credits

Format

Type

Item categoryeducation-and-the-brain not found.Item ma-categoryeducation-and-the-brain not found.Item categoryeducation-and-the-brain2 not found.Item ma-categoryeducation-and-the-brain2 not found.

Building Your Blended Classroom: Leveraging Resources to Reach Learners

- 3 Graduate Credits -

Course Objectives

From this course, participants will:

Evaluate the potential for online and technology-enriched instruction to engage and teach today’s learners.
Identify the major components of Behaviorism, Cognitivism, Constructivism, and Connectivism, and apply these theories to online and blended instruction.
Define the roles of an online instructor, and evaluate the importance of these roles.
Explore various Web 2.0 technologies and assess their potential as learning tools in an online or technology-rich classroom.
Create a unit outline for blended classroom application.

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: Letter Grade

Building Your Blended Classroom: Leveraging Resources to Reach Learners

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

Getting Googled: Master’s Edition

- 3 Credits -

Instructor:

David A. Beyers Ed.M.

Accredited By:

- Colorado State University Pueblo

Course Description

The goal of this course is to provide participants with an introductory knowledge of Google Drive applications, strategies and best practices for making use of them in the classroom, and an awareness of the potential benefits and challenges of implementation.

View Full Course Description

$425

3 Semester Graduate Credits

Format

Type

Item categoryeducation-and-the-brain not found.Item ma-categoryeducation-and-the-brain not found.Item categoryeducation-and-the-brain2 not found.Item ma-categoryeducation-and-the-brain2 not found.

Getting Googled: Master's Edition

- 3 Graduate Credits -

Course Objectives

From this course, participants will:

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.
Demonstrate proficiency in navigating and utilizing a variety of Google Drive
applications.
Create a “window” into their classroom to effectively and regularly communicate
relevant information to students, parents, colleagues, and/or administrators.
Develop a lesson plan that successfully incorporates (both technically and pedagogically)
a single Google Drive application.
Create a Google Classroom and explore pedagogical uses and visions for
implementation.
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.

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: Letter Grade

Getting Googled: Master's Edition

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

Insert Content Template or Symbol

Teaching Students How to Remember

- 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 learning and memory and how the brain processes information for memory retention and retrieval. The anatomy of the brain and how brain cells function as well as chemical reactions that facilitate the memory and learning process are explained. Teachers will learn about the different types of memory, such as semantic, location, emotional, episodic, and procedural and location memories Educators will evaluate their teaching methods and apply brain memory and learning strategies for improving student achievement. Students will develop written lessons and activities for classroom applications to help students remember curriculum content.

$425

3 Semester Graduate Credits

Format

Type

Item categoryeducation-and-the-brain not found.Item ma-categoryeducation-and-the-brain not found.Item categoryeducation-and-the-brain2 not found.Item ma-categoryeducation-and-the-brain2 not found.

Teaching Students How To Remember

- 3 Graduate Credits -

Course Objectives

Educators will learn how to reach students so they can be taught specific subject content utilizing background knowledge and memory reflection.
Teachers will explore how to reinforce content for memory retention and recode self-generated information to improve memory recall.
Educators will review content reinforcement strategies the include student feedback and the discussion processes that reinforce learning and memory.
Teachers will examine reviewing and practice techniques that reinforce information knowledge and retention for faster and easier content retrieval.
Teachers will develop writings, lessons and activities to apply the seven "R's" of memorization into their classroom instructional practices.

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

Teaching Students How To Remember

Teaching Students How to Remember

- 3 Credits - 3 Semester Credits(post-baccalaureate PD credits for re-certification andpay-lane increases)accredited nationwidestart any timeup to 5 months to completeindependent studyall course materials included with course tuitionview FAQCourse DescriptionThis course will study learning and memory and how the brain processes information for memory retention and retrieval. The anatomy of the brain and how brain cells function as well as chemical reactions that facilitate the memory and learning process are explained. Teachers will learn about the different types of memory, such as semantic, location, emotional, episodic, and procedural and location memories Educators will evaluate their teaching methods and apply brain memory and

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

Theresa M. – PA –

Tracey W. – WV –

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

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”

Paul W. – OH –

” Thank you for the opportunity to reflect. I enjoyed the book! “

Vicki W. – OH –

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

Jean W. – MN –

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 categoryeducation-and-the-brain not found.Item ma-categoryeducation-and-the-brain not found.Item categoryeducation-and-the-brain2 not found.Item ma-categoryeducation-and-the-brain2 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

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 categoryeducation-and-the-brain not found.Item ma-categoryeducation-and-the-brain not found.Item categoryeducation-and-the-brain2 not found.Item ma-categoryeducation-and-the-brain2 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

Providing Effective Feedback to Foster Student Growth

- 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 importance of providing constant and effective feedback to students. Participants will characterize the critical nature of feedback in the learning process and identify key strategies for improving their current practices. The components of effective feedback, tools for providing feedback, and potential barriers to implementation will also be discussed.

View Full Course Description

$425

3 Semester Graduate Credits

Format

Type

Item categoryeducation-and-the-brain not found.Item ma-categoryeducation-and-the-brain not found.Item categoryeducation-and-the-brain2 not found.Item ma-categoryeducation-and-the-brain2 not found.

Providing Effective Feedback to Foster Student Growth

- 3 Graduate Credits -

Course Objectives

From this course, participants will:

Examine the role of feedback in the learning process.
Differentiate the key components of effective feedback.
Apply best practices and strategies for providing feedback.
Develop a strategic feedback 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

Providing Effective Feedback to Foster Student Growth

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