COURSE TITLE:

Eric Jensens TEACHING with the BRAIN in MIND

NO. OF CREDITS:

2 QUARTER CREDITS
[semester equivalent = 1.33 credits]

WA CLOCK HRS:  
OREGON PDUs:
20
20

INSTRUCTOR:

Mary Ann Johnson
maryajohnson-advisor@comcast.net

 

COURSE DESCRIPTION:

This book is invaluable for saving you and your students from wasted motion and unproductive and meaningless strategies that are counterproductive to effective learning experiences.  Instead, based on research into brain-based learning, you will be guided through one fascinating insight after another, in the Introduction and twelve chapters of this latest edition of teaching how-to’s, based on our ever-growing awareness of how people really are motivated, do problem-solving and remember.
It is advised that you read and respond as you go, rather than reading the whole book and then addressing some of the engaging questions Eric Jensen has created for you in the Study Guide.  The questions are worth considering, and the author has invited his readers to make the information a personal journey to successful integration into one’s own style, repertoire, and, hopefully, one’s own school culture.
Eric Jensen is considered among the foremost interpreters of neurological theory into the practical world of the classroom teacher.  His books are encouraging, engagingly written, and inspiring. 

 

LEARNING OUTCOMES: Upon completion of this course, participants will have:

  1. A review of information needed to define and apply brain-compatible and brain-based teaching and learning.
  2. A focus on the best physical environment for learning in the classroom.
  3. A focus on both critical thinking skills and ways to manage the social brain.
  4. A way of understanding what are the rules and beliefs we hold that may affect our use of brain research.

COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.


HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.




 

UNIVERSITY QUARTER CREDIT INFORMATION

REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.

  1. Completion of Information Acquisition assignments 30%
  2. Completion of Learning Application assignments 40%
  3. Completion of Integration Paper assignment 30%



 

CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.

AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.

ADDITIONAL COURSE INFORMATION

REQUIRED TEXT

Teaching with the Brain in Mind by Eric Jensen available for approximately $7 at Amazon.com

  • Teaching with the Brain in Mind, Revised 2nd Edition
    ISBN# 1416600302
    by Jensen, Eric
    ASCD

    Buy from Amazon

MATERIALS FEE

Text is approximately $7 from Amazon.com

QUALIFICATIONS FOR TEACHING THIS COURSE:

Mary Ann Johnson, M.Ed Adm. has worked with students of all levels, from alternative high school to gifted classes. She has also been a junior high vice principal and is now working with teachers for continuing education in classes, distance learning and building leadership groups. She is a teacher emeritus who has led seminars for educators which focus on developing a quality learner environment for students and for teachers. Her courses are research-based and resonate with user-friendly and energizing content.

BIBLIOGRAPHY

Eric Jensens TEACHING with the BRAIN in MIND

COSTA, Arthur L, and KALLICK, Bena, Discovering & Exploring Habits of Mind, pb, 106 pages, ASCD, 2000.  This is the beautiful introduction to the list of 16 types of intelligent behavior that Costa and Kallick have termed “habits of mind.”  In this book, you will find out what are these 16 indicators of intelligence, and find a visual icon for each.  (There is also a website with famous quotations for each of these habits of mind.)  At the end of the book you’ll find exciting and inspiring ways for teachers to teach directly what these habits of mind are for students, in many creative and motivating strategies to deeply process their appeal and power.  Hint:  my favorite is “managing  impulsivity.”  Intelligent, indeed!

DECI, Edward L.,Why We Do What We Do, 230 pages, Penguin Books, 1995. ISBN 0-14-025526-5.  This is the most often referenced book on the subject of intrinsic motivation. It establishes the goal of helping others find the long-term benefits of choosing what is the most worthwhile and satisfying course of action instead of settling for the goal of gaining compliance.   It is very readable and refocuses a person on why it is honorable and important to help people gain the knowledge of self-direction and self-control.
 
ERLAUER, Laura, The Brain-Compatible Classroom:  Using What We Know About Learning to Improve Teaching, pb, 168 pages, ASCD, 2003.  This book begins with “A Walk Through the Brain,” and includes seven chapters explaining  the seven most important components of a brain-compatible approach.  Examples show how to put them into place at different grade levels and in different subject areas. At the conclusion of the book, there is a challenge to make the move to help make your school, or even district, commit to putting these powerful tools into practice!  It provides clarity and inspiration to help you test your practice to align it with realities of the truths about human learning.
 
ERWIN, Jonathan C., The Classroom of Choice, Giving Students What They Need and Getting What You Want, 229 pages, ASCD, 2004.  ISBN 0-87120-829-6.
Based on Glasser’s beliefs that people have these motivators:  fun, freedom, power and belonging.  Give students choices, and they will pick what meets an unmet need. It is rich and wonderful, full of practical and engaging strategies to achieve important intellectual goals while helping students meet their developing social and intellectual needs.  Erwin believes that while learning is hard work, it doesn’t have to be painful:  Fun is both a prerequisite for and a byproduct of quality learning.

GREGORY, Gayle, KAUFELDT, Martha, The Motivated Brain:  Improving Student Attention, Engagement, and Perseverance, pb, 169 pages, ASCD, 2015.
If you have been interested in brain compatible teaching, you will find this a great addition to your search for information on strategies for presenting information and helping students deeply understand and retain it.  This book adds the other important dimension of brain research, the power of motivation to learn, or to seek to explore for deeply satisfying personal growth.  Full of ideas you can use in enthusiastic ways!

JENSEN, Eric, Brain Compatible Strategies, Second Edition, pb, 82 pages, Corwin Press, 2004.  This is the handbook to help you move from understanding the importance of brain compatible teaching to finding the specific teaching suggestions for putting your beliefs into practice.  Ideas include “Physical Movement,” enriching the “Learning Environment,” choosing “Learning Boosters,”  “Active Learning” and “Cooperative Learning.” This how-to field book will provide you with activities for your brain-compatible teaching.

JENSEN, Eric, Arts with the Brain in Mind, pb, 137 pages, ASCD, 2001.  Here is a book to add insights and confirm your suspicion that the arts can be a wonderful avenue to teach all sorts of subjects better.  While this book has bedrock value for arts educators, it can also provide richness to the teacher of any subject area who suspects there are more ways to enjoy learning than the artless classroom provides.

WILLIS, Judy, M.D., Research-Based Strategies to Ignite Student Learning:  Insights from a Neurologist and Classroom Teacher, pb,  125 pages, ASCD, 2006.
In each of the four chapters of this book, you will find both highly practical information to inform your own teaching and down-to-earth explanations of why these strategies are so powerful in light of brain research.  The author, who was first a doctor of neurology, working with students and adults with brain dysfunctions, found teaching in elementary and middle schools her more exciting calling, and her work combining the science and art of teaching is the reason for this book.  The book is especially easy to follow, because every main point has a dark heading, and the book includes information, both about the science of better ways to teach for memory and test taking, and about the importance of getting student attention and the role of emotions in the learning environment.

WOOD, Chip, Yardsticks:  Children in the Classroom Ages 4-14, 3rd Edition, pb, 216 pages, Northwest Foundation for Children, 2007.  The answer to many of our questions about  the best way to deal with the children of a certain age or grade level will be amply supplied in this invaluable book on developmental aspects of each age from 4-14.  Although there are wide ranges in the development of children across ages and cultures, the big picture is also helpful to pick up patterns of growth, classroom abilities, and learning readiness.  For each age profiled, you will learn about the typical physical norms, social-emotional development, language skills and readiness, and cognitive strengths.  In addition, there are notes on vision and fine and gross motor abilities,  It is easy to bracket the ages of your particular focus, to see the prior and emerging patterns to expect.  Life a college course in child development without the paperwork!