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Course Descriptions 501 UCS-Pueblo Courses

 

501.04 – Stress Less, Teach More© 

Course Description: This three (3) graduate credit education course has been carefully designed around the research of the last fifty (50) years, which indicates that teachers as well as administrators are working in an ever-more stressful work environment. The course begins with a study of its theoretical base as presented by Lawlis and others. Based on the heralded research of Dr. Hans Selye, M.D., plus the applied classroom research of the instructor, this course focuses on the basic stressors facing educators and students and related principles, concepts and theories. Equally important, the course will cover a wide variety of instructional strategies which, if followed, will result in more optimized learning with a goal of higher achievement. The course also incorporates the importance of educators finding and maintaining a balanced life that goes beyond managing stress and focuses on conquering stressors. Finally, participants of this graduate course will learn how to implement and value specific practical classroom ideas, materials, tools and activities for effective interventions in the better management of classroom stress and energy levels.

501.19 – Teaching the Reluctant Learner (P-12)© 

 Course Description: This three (3) semester hour continuing education on-line graduate course is designed to help classroom teachers and administrators work more effectively with students characterized as resistant, reluctant or underachievers. A theoretical and conceptual base grounded in current research will be covered to support the practical approach to the course. In addition to reviewing relevant research, theories, concepts and principles, it will cover diagnostic/prescriptive procedures, motivation, matching styles, reinforcement options, delivery variables, instructional planning, teaching/learning strategies and a generic process to follow with such students. The knowledge of how and when to apply specific techniques a certain population of students who are creating a difficult professional challenge. These students are usually behind academically, socially, and/or behaviorally. This three-credit graduate course is designed to help classroom teachers and administrators work more effectively with students characterized as resistant or underachievers.

501.20 – Making Inclusion Work/Round Pegs Square Holes (P-12)© 

 Course Description: This three (3) semester hour continuing education on-line graduate course is designed to give teachers the skills necessary to modify curriculum materials and activities for the special needs student in the regular education classroom. The theoretical base and underlying concepts and principles are based on Bloom’s Taxonomy and multi-intelligence as well as the recent research indicating clear positive gains in student achievement within the special needs populations. The course will provide the student with the information and resources necessary to make accommodations and adaptations for special populations. It is designed to provide new information for the regular classroom teacher, guidance counselors and administrators as well as for the special educator in need of fresh, innovative techniques for working with their special populations in inclusive settings.

The Knowledge of how to how to do easy instructional planning in order to meet I.E.P. goals, develop practical strategies to accommodate wider variance among learners at differing levels of functioning, and learn how to diversity learning outcomes. In addition, emphasis will also be on how to facilitate effective collaboration for inclusion. The class discussions and small group interactions will ensure that students of participants have a working knowledge and understanding of the course content as well as know how to use the information to improve student achievement through the use of ideas, materials, activities and strategies to be shared, analyzed and evaluated.

501.24 – The Importance of a Positive Learning Environment (P-12)© 

Course Description: This three (3) credit professional development graduate course helps children and educators perform and achieve best in schools where there is a positive option-loaded learning environment. There are proven district-wide and school level programs that enhance this approach resulting in higher student achievement. Nationwide initiatives encourage educators to pay attention to school climate, promoting both the physical and emotional needs of students. This course will explore its theoretical base and related concepts and principles as well as the essential components of a positive school and classroom climate. Proven strategies that will be explored include developing a comprehensive school and prevention plan; addressing the social and academic developmental needs of students; incorporating peer programs; and, teaching healthy stress management and coping techniques. Course methodology will include a review of relevant research, lecture and presentations by current experts in the field, group interaction, and personal reflection, with a strong focus on student achievement. Lots of ideas materials, strategies and activities will be shared, presented, analyzed and evaluated.

501.26 – Anger: Understanding the Emotion/Managing the Behavior (P-12)© 

Course Description: This three (3) graduate credit education course is designed to give teachers the skills necessary to understand the dynamics of the emotion of anger, how it manifests, and strategies to help students turn the destructive behavior that comes from anger into effective, positive anger management. The theoretical base and underlying concepts and principles are based on multi-intelligence theories as well as the recent research indicating clear positive gains in student achievement when the emotion of anger is managed well. The Knowledge of understanding anger triggers, learning healthy communication techniques, using strategies for conflict resolution, school-based programs that work, understanding the need for crisis management resources and using stress management techniques will be shared. This course will prepare educators to help themselves and their students learn positive strategies to manage the increasing role that the negative behavior of anger plays in our lives in and out of school. The course content will be presented in a series of lectures followed by discussions and feedback during which pertinent issues will be analyzed, synthesized, compared and evaluated. This class discussion and small group interaction as well as instructor feedback will accomplish the end that participants will have a working knowledge and understanding of the course content as well as how to use the information to improve student achievement using ideas, materials, activities, and strategies to be shared analyzed, and evaluated.

501.33 – Creating Resilience & Teaching Perseverance for Higher Achievement (P-12)© 

Course Description: This three (3) graduate credit education course has been meticulously designed to provide the background, theory, research and emerging practices on teaching student’s perseverance, stamina, and determination to succeed academically, which will result in higher achievement in school, as well as carry over into their chosen careers. This course will provide strategies and methodologies for increasing student achievement by providing ways to teach students tenacity and perseverance, which are multifaceted concepts encompassing goals, challenges, and ways of managing these.

The Knowledge of how to teach students to develop grit, perseverance and resilience is a critical component for successful classroom achievement. It can be a significant determinant of what student’s value and want to accomplish, the types of challenges they face, and the resources they can access. It is well documented that students from high-poverty backgrounds are particularly likely to face greater stress and limited social support for academic achievement— factors which can undermine perseverance toward a wide range of goals. Researchers and educators highlight concerns about the challenges faced by students from other segments of the socioeconomic spectrum. Without grit conceptual learning, creativity, long-term retention, mental health, and ability to deal with “real-world” challenges can be undermined. The projected outcome of this course is to provide classroom teachers with the knowledge, understanding, and methodologies needed to enhance a student’s ability to persevere will be enhanced to the end that students think at higher levels which in turn results in successfully mastering classroom material. These strategies and practices will be shared, studied and assessed, particularly as related to establishing high standards in the classroom, despite a student’s beliefs about their own learning, and unique ways to help students achieve them. These standards include, but are not limited to, developing ways to assist the teacher into immersing themselves into the subject material by creating higher order thinking and questioning skills, outside of the preferred intelligence strength or comfort zone, of the student. Perseverance to accomplish long-term or higher-order goals in the face of challenges and setbacks, engaging the student’s psychological resources, such as their academic mindsets, effortful control and strategies and tactics will be studied and analyzed. Course methodology will include reviews of relevant research, exploring differing approaches to increase retention, videos, cooperative learning activities, and modeling the practices studied during the course.

501.36 – Researching Children’s Literature© 

Course Description: The Knowledge of literature for the purposes of teaching things such as Close Reading, Guided Reading, Literature Discussion Groups, Comprehension Focus Groups, and other reading strategies/interventions. This course is designed to give teachers the chance to dig deeply into texts to better match reading lessons with “just right” literature. The projected outcome of this course is to provide classroom teachers with the knowledge, understanding, and methodologies needed to teach reading and reading comprehension in the classroom.

501.66 – How Pinning! (P-12)© 

Course Description: This one (1) credit graduate professional development course focuses on joining the fascinating world of Pinterest, a social media website that contains a wealth of ideas that you can incorporate into your classroom beginning with a strong theoretical base.  You will have the experience of exploring this social media site and acquire the ability to double your “teaching bag of tricks.”  This course focuses on dividing Pinterest into four different categories: (1) curate content, (2) organization, (3) collaboration, and (4) engage students and teachers.  Students will improve their knowledge of organizing and curating content using technological tools.  This course will promote the use of emerging and innovative technology through instruction that will enhance the learning atmosphere.

501.68 – TechActive Classrooms© 

Course Description: The Knowledge gain in this three (3) credit graduate professional development course will show you how to make sense of all the new technological devices and learn the difference between an app and an extension, will have you blogging in no time, but also show you how to teach your students to have a responsible digital footprint. All work will be online, and at your own pace. Webpages, twitter, blogging, smart boards, Facebook, Pinterest, infographs, and more is all just a step away! Bring your classroom into the 21st Century and have a blast! Your students will love it! The projected outcome of this course is to provide classroom teachers with the knowledge, understanding, and methodologies needed to feel comfortable and confident in the use of technology to bring their classroom into the 21st Century.

501.69 – Digital Footprints in the 21st Century(P-12)© 

Course Description: The Knowledge of this three (3) credit graduate professional development course will lead educators to intelligent technology behavior and will help their students understand the complexity of digital citizenship and the issues of technology use, abuse, and misuse. The course includes sections on Digital Responsibility, Online Legal Issues for Schools, Medial and Digital Literacy, Copyright and Fair Use, Digital and Internet Safety, Cyber bullying, Common Sense Media, and Parent Resources. Teachers will be lead through the dimensions of what is right and what is wrong with online use of technology. If you are an educator of the 21st Century, you need to understand this idea of digital citizenship. If you teach students in the 21st Century, they need you to take this course! The projected outcome of this course is to provide classroom teachers with the knowledge, understanding, and methodologies needed to understand the responsibilities that teachers and students all have in being good ethical digital citizens and to gain an awareness of technological use and how it relates to our online identifies.

501.71 – Ninja Technology For Your Classroom©

Course Description: This three (3) graduate credit education course has been meticulously designed to provide the background, theory, research and emerging practices on teaching present methodologies and strategies for using cutting edge technologies in your classroom to provide higher levels of learning and thereby providing students with a 21st Century conscious education. As educators we need to begin thinking “outside the box” by accelerating reform to raise the academic achievement of all students.

The Knowledge of this 3 credit professional development graduate course will allow the student to discover and utilize more tips and tricks, secrets and techniques.   Along with the hottest new technologies that your students can use to create, imagine and learn the very most that they can! This is technology that is done online at your own pace and includes QR codes, augmented reality, YouTube channels, Magisto, Control devises, Newsela, Kahoots, Make Beliefs Comix, Wisconsin Media Lab, and more! Pump up your technological expertise and be a ninja in your classroom! The projected outcome of this course is to provide classroom teachers with the knowledge, understanding, and methodologies needed to allow all classroom teachers to be confident and comfortable with the newest technologies to lead their students in the 21st Century.

501.78 – Building Relationships and Having Fun Equals Higher Student Performance (P-12)© 

Course Description: This three (3) credit professional development graduate course focuses on the current research indicating that classroom climate is a very important variable in encouraging higher achievement levels. An enjoyable, fun classroom is one key element in this achievement according to the research. The underlying concepts,

principles, and related educational theories will be introduced and analyzed in relation to this course title. The course will also provide a practical, “how to” experience that provides the classroom teacher with a variety of ways to create a fun and enjoyable classroom climate. Grounded in this related research, participants will also actively participate in numerous activities that: (1) bring laughter to the classroom; (2) help students know one another better; (3) encourage lateral thinking; (4) encourage student cooperation in the classroom; (5) build classroom trust; and (6) give the intended for use in specific content areas such as physical education, art, science, etc. The students will be given the opportunity to create their own activities as well as participate in a myriad of activities in the six areas listed above.

* For the purpose of this course, “FUN” is operationally defined broadly as including, but not limited to: humor, jokes, riddles, puzzles, problem-solving, and scenario activities, competitive instructional games, role playing, video vignettes, computer activities, etc.

501.80 – Children Are Not Robots: Teach to the Whole Child © 

Course Description: Knowledge of concrete strategies to understand and reach the whole child emotionally and cognitively empowers teachers to maximize learning and achievement with students. Increased understanding in one’s own cognitive strengths and learning styles gives insight into the learning styles of children and teens. Concepts as differentiated instruction, left-right brain function, impacts of stress and trauma on the brain, building positive climates and relationships, and the theory of multiple intelligences are just some of the areas covered in the content of this innovative course.

Whether or not we look at the whole child, the whole child is looking at us. Participants will study the theoretical base and underlying concepts, principles and research as well as a variety of proven techniques including the power of integrated learning, individualizing for diverse needs, importance of multi-modal instruction, reaching special needs children and the power of positive relationships. This course will help educators replenish their repertoire of proven techniques and skills as well as re-energize their teaching through insights and understanding of their own strengths and learning modalities. Lots of ideas, materials, strategies and activities will be shared, analyzed and evaluated.

501.81 – Advancing Achievement in the Multicultural Classroom (P-12)© 

Course Description: This three (3) graduate credit education course has been meticulously designed to provide the background, theory, research and emerging practices on teaching present methodologies and strategies for using nontraditional teaching methods in working with minority populations., thereby providing students with a culturally conscious education. As educators we need to begin thinking “outside the box” by accelerating reform to raise student achievement, particularly for minority students and also for students in poverty.

The Knowledge of how to teach students to understand the theoretical base, new principles and concepts underlying the unique which will assist participants in becoming more effective teachers for students who have a multicultural background. In addition, students will become familiar with novel active learning strategies and create plans for application of those strategies in their particular classroom setting to the end that all will have a positive effect on student achievement. Innovative assessment approaches will be researched, as well as how to build resiliency in students by using research-based and culturally appropriate practices in the classroom. Culturally responsible teaching and understanding the backgrounds of differing populations of students is inherent in a teacher’s ultimate success in the classroom. Finally, students will come to know and understand intrinsic and extrinsic motivation and morale boosters, for minority students and students in poverty, in order to enhance learning and academic performance.

501.91 – Trauma; Teaching and Reaching Students Who Hurt©

Course Description: This three (3) graduate credit education course has been meticulously designed to provide the background, theory, research and emerging practices on teaching students who are in need of a trauma informed educational approach, which will result in higher achievement for that particular group of students. Research has proven that the areas of the brain that govern retention, language skills and regulation of emotion, are changed as a result of repeated traumatic experiences. This course will provide proven brain based strategies and methodologies for increasing student achievement by providing ways for educators to become trauma informed educators. Use of these strategies will require the educator to employ a paradigm shift in understanding what happened to the student, rather than focusing on overt conduct in the classroom. Course methodology will include reviews of relevant research, exploring differing approaches to increase retention, videos, cooperative learning activities, as well as modeling the practices studied during the course.

The Knowledge of how to address the specific needs of students who are, or have in the past, experienced traumatic life events is critical for teachers, guidance personnel, social workers and administrators in order to become trauma sensitive educators.

The projected outcome of this course is to provide classroom teachers with the knowledge, understanding, and methodologies needed to effectively teach a specific population of students. Brain centric, trauma sensitive practices to enhance a student’s ability to persevere will be enhanced to the end that students think at higher levels which in turn results in successfully mastering classroom material. These strategies and practices, which optimize learning outcomes, will be shared, studied and assessed, particularly as related to establishing high standards in the classroom, despite a student’s beliefs about their own learning, which may have been comprised due to traumatic events, and unique ways to help students achieve them. These standards include, but are not limited to, developing ways to assist the teacher into immersing themselves into the subject material by creating higher order thinking and questioning skills, outside of the preferred intelligence strength or comfort zone, of the student. Perseverance to accomplish long-term or higher-order goals in the face of challenges and setbacks, engaging the student’s psychological resources, such as their academic mindsets, effortful control and strategies and tactics will be studied and analyzed. Course methodology will include reviews of relevant research, exploring differing approaches to increase retention, videos, cooperative learning activities, as well as modeling the practices studied during the course.

501.94 – Creating Brain Friendly Schools through the Use of Technology, Movement and Modern Learning Spaces©

Course Description: This 3 credit graduate course will have speakers, videos, small and large group discussions and a field trip. The course will focus on exploring and using resources found on the internet . Knowledge will be shared about robotics, virtual reality, rethinking schools learning spaces, learning and the brain, some basic helpful tips for the classroom and school schedules. We will be reading a textbook and articles on line and articles provided. Three days will be face to face. Then they will have two weeks to complete the assignments on line. The assignments are: Reading the textbook and articles, watching videos on line and then answering questions, answering questions in a packet that deal with the text, developing a plan of action to take back into the classroom, written summaries of articles, developing a list of 12 ideas they received by taking this course and a final exam. The projected outcome of this course is to provide classroom teachers with the knowledge, understanding and methodologies needed to look at our classroom and what is new in education and prepare future ready students.

501.97 – Eat, Move, Sleep for Teachers© 

Course Description: The Knowledge of this course will allow the teacher to understand that the vast majority of human disease and illness is preventable. There are hundreds of specific, proven actions we can take to increase our odds of living longer and stronger. What matters most are the small decisions we make each day, ones that give us more energy in the moment and also prevent illness in the future. Unfortunately, most of this knowledge goes to waste, as we continue to make decisions that poison our future. The projected outcome of this course is to provide classroom teachers with the knowledge, understanding, and methodologies needed to be healthier and more energetic and productive educator.

501.98 – Functional Strength Training for Athletics and Physical Education©

Course Description: The Knowledge of this course will allow Coaches and Physical Education Teachers to implement and train both students and athletes to perform at the highest level with the lowest risk of injury and produce the best results on the court, field, track and mat, not just in the weight room. The course will present the concepts, methods, exercises, and programs that maximize athlete’s movements. Self-reinforcing progressions in exercises for the lower body, core, upper body, and ultimately total body give athletes/students the balance, proprioception, stability, strength, and power they require for excelling in their sports/class. Sample programs assist in the customization process and ensure each aspect of preparation for physical performance.

The projected outcome of this course is to provide classroom teachers and coaches with the knowledge, understanding, and methodologies needed to train athletes/students in a safe and productive manner.

501.99 – “Let It Go” Strategies for Teachers© 

Course Description: This three (3) graduate credit education course has been carefully designed around the research of the last fifty (50) years, which indicates that teachers as well as administrators are working in an ever-more stressful work environment. The course begins with a study of its theoretical base as presented by Mazzone and others. Based on the heralded research of Dr. Hans Selye, M.D., plus the applied classroom research of the instructor, this course focuses on the basic stressors facing the educators and students and the related principles, concepts and theories. Equally important, the course covers a wide variety of instructional strategies which, if followed, will result in higher student achievement levels. Finally, students of course participants will learn how to implement and value specific practical classroom ideas, materials, tools and activities for effective interventions in the better management of classroom stress and energy levels.

501.100 – Strategies for Stress Reduction of Teachers and Administrators©

Course Description: This online three (3) credit graduate professional development course is based on the research over the last few decades which indicates that teachers, as well as administrators, are working in a more stressful work environment.  The course focuses on the basic stressors facing educators and students as it relates to principles, concepts, and theories.  This course will cover a wide variety of personal and professional strategies which are designed to increase student learning and teacher/administrator balance between their personal and professional life.  Participants in the course will learn how to implement practical strategies and activities as interventions in the management of their classroom or building stress levels.

501.101 – Re-Energize and Avoid Burnout by Creating A Balanced Life© 

Course Description: This uplifting, research-based 3-credit continuing education graduate course is designed for K-12 teachers and administrators. Based on current literature from the fields of education, leadership, management, personal change and human resources, this course will empower participants to learn the critical significance of acknowledging and managing stress and resilience, to recognize teacher burnout and how it can reduce effectiveness in the classroom, and to develop and practice strategies to maintain a balanced life and stay energized as an effective educator. Upon completion of current research review and numerous reflection activities, participants will write a personal and professional life mission statement which will then be used for part of their re-energizing Plan of Action. Lots of ideas materials, activities and strategies will be shared, analyzed and evaluated. The projected outcome of this course is to provide classroom teachers and administrators with the knowledge, understanding, and methodologies needed to impact positively on children in their classrooms by maintaining a balanced life between home and work.

501.102 – Brain Rules for Teachers Surviving and Thriving at Work, Home and School©

Course Description: The Knowledge of this course will allow Teachers to interject what science knows about the brain and how to apply the findings into their daily lessons/activities, daily lives or at work. The course will present the concepts, methods, exercises, and programs that enhance a student’s ability to learn and how an educator can utilize the findings at work or in their own lives. The theoretical base as well as underlying concepts, principles and related research will be covered so that participants will be able to master the stated objectives, including the implementation of a Plan of Action. Topics will include: survival, exercise, sleep, stress, wiring, attention, memory, sensory integration, vision, music, gender, and exploration. Classroom ideas, materials, strategies, and activities will be presented and evaluated.

The projected outcome of this course is to provide classroom teachers with the knowledge, understanding, and methodologies needed to increase student performance in a safe and productive manner.

501.103 – Student Goal Setting in Reading© 

Course Description: Knowledge of your students’ reading interests, behaviors, fluency and comprehension in and out of school will provide data needed for you to help them succeed and become lifelong learners. Collecting and analyzing data will help shape a successful school year. The projected outcome of this course is to provide classroom teachers with the knowledge, understanding, and methodologies needed to collect specific literacy data on their students and create individualized student goals for achievement.

501.104 – Inquiry Based Research© 

Course Description: The Knowledge of best practice in an area of classroom need through personalized learning. Teachers will choose a topic of study and instructional goals to implement, choose a professional resource text that supports their goals (with instructor approval), and proceed to implement those changes within the classroom setting. The instructional changes will be discussed through class interaction and written about in reflections. A final analysis of the overall success of the instructional change and their personalized learning will be the course summation. The projected outcome of this course is to provide classroom teachers with the knowledge, understanding, and methodologies needed to broaden their own knowledge of current instructional strategies based on the needs of their classroom through their own inquiry.

 

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