NO. OF CREDITS:
3 QUARTER CREDITS
[semester equivalent = 2.00 credits]
|WA CLOCK HRS:
How delightful would it be if every student came to class on time, had their assignments done and did their best work? Unfortunately this is not the case. While many kids are organized, many kids are not. These disorganized kids can be disruptive; they are stuck in a downward spiral of failure and let’s face it - they drag down your school’s test scores. In this course you will learn eight ways kids can be disorganized and the practical plans for getting your students to take charge of their own destinies.
This independent study course is appropriate for teachers, administrators, support staff and parents. Required text, That Crumpled Paper Was Due Last Week is available from Amazon.com for approximately $11.
In association with Amazon, you may purchase this text by using the link provided.
LEARNING OUTCOMES: Upon completion of this course, participants will have:
Upon completion of this course, participants will know:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
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.
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
That Crumpled Paper Was Due Last Week by Ana Homayoun. Perigree Trade, 2010. New York, NY. 304 pages. ISBN 978-0399535598.
$11 for the course text, That Crumpled Paper Was Due Last Week from Amazon.com. Also available from other booksellers and at local and some school libraries.
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignment #1: Introduce Yourself
Please read the Introduction in the course text and then introduce yourself in 250 - 500 word response to the following questions:
Send to instructor: email@example.com. Subject line to read ‘Disorganized #1’
Assignment #2: 5 Causal Factors
Please read Chapter 1 from the course text and reflect on the following assignment in 250 -500 words:
Send to instructor: firstname.lastname@example.org. Subject line to read ‘Disorganized #2’
Assignment #3: Supporting Adults
Please read Chapter 2 from the course text. The author speaks mainly to parents in this chapter. However, all “supporting adults” (teachers, parents, coaches, mentors, tutors, etc) play a role and our attitudes and approaches impact students, as well. In 500 - 750 words including the following:
Send to instructor: email@example.com. Subject line to read ‘Disorganized #3’.
Assignment #4: Group of Traits
Please read Chapter 3 from the course text. Although nobody likes labels, they are useful to help name a “group of traits” so that specific problems can be identified. In 500 – 1,000 words identify and describe in detail the 8 (dis)organizational styles that are discussed.
Send to instructor: firstname.lastname@example.org. Subject line to read ‘Disorganized #4’.
Assignment #5: Personal & Academic Goals
Please read Chapter 4 and then read at least 2 more chapters from Chapters 5-9 based on your interests and needs. In 500 – 750 words include the following:
Assignment #6: Special Consideration
Please read two of Chapters 10, 11 and 12 based on your interests and needs. In 500 – 1,000 words Identify and describe a “special consideration” that can bring increased complexity for a disorganized student. Include 2-3 of the presented strategies that you believe could be beneficial for this student (these can be implemented by supporting adults or the student themselves).
Send to instructor: email@example.com. Subject line to read ‘Disorganized #6’.
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you are not teaching in a classroom, please contact the instructor for course modifications. If you are a classroom teacher and start or need to complete this course during the summer, please try to apply your ideas when possible with youth from your neighborhood, at a local public library or parks department facility, (they will often be glad to sponsor community-based learning), or with students in another teacher’s summer classroom in session.
Assignment #7: (Required for 400 & 500 Level)
Identify a student with whom you have a positive relationship who is chronically disorganized. (750 – 1,000 words).
Send to instructor: firstname.lastname@example.org. Subject line to read ‘Disorganized #7’.
Assignment #8: (Required for 400 & 500 Level)
Review the key elements from Chapter 4 on goal setting; you will be using this information/approach with the student you identified in Assignment 7. Please do the following:
Send to instructor: email@example.com. Subject line to read ‘Disorganized #8’.
Assignment #9: (Required for 400 & 500 Level)
Using the knowledge you have gained from the course text, as well as your experiences working with the student you identified for Assignments 7 and 8, please reflect on your past/future approaches as a supporting adult. Write a 500 – 750 word paper which includes the following reflections:
Send to instructor: firstname.lastname@example.org. Subject line to read ‘Disorganized #9’.
Assignment #10: (500 Level ONLY)
In addition to the 400 level assignments, complete one of the following:
Interview another educator about the class you are taking. Talk to them regarding their perspective and thoughts on the topic you are studying. To document completion of this assignment, include the following:
Send to instructor: email@example.com. Subject line to read ‘Disorganized #10A’.
You may create a power point presentation to give to your staff or a parent group regarding your learning from the course. Please include the framework for understanding chronically disorganized students, the causal factors, the role of supporting adults, the (dis)organizational styles, an overview of the six (6) target areas with a focus on what practical strategies they can implement to support these students more effectively.
Send to instructor: firstname.lastname@example.org. Subject line to read ‘Disorganized #10B’.
Another assignment of your own design with the instructor’s prior approval.
Send to instructor: email@example.com. Subject line to read ‘Disorganized #10C’.
C. INTEGRATION PAPER
Assignment #11: (Required for 400 and 500 Level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)
Send to your instructor at their email address. Subject line to read "(put course name here) Integration Paper"
INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Lori Gibson, M.A., E.S.A. is a school counselor for Spokane Public Schools. She holds a Master's in Counseling Psychology from Gonzaga University. She also has a B.A. in Elementary Education from Whitworth University. Over the past 28 years she has also held positions as a counselor for North Chicago High School in Illinois and the Lake Washington School District in Redmond, WA. Lori has taught workshops for The Heritage Institute for the past 18 years (most of them with her dear friend Jacquie Johansson Bernbaum). She is passionate about the opportunity to support her colleagues in their noble work in schools. In a time when high stakes testing seems to take precedence above all, she believes educators must work diligently to focus on the "whole child.” The challenges facing students can include learning disabilities, social difficulties, family stressors, generational poverty or entitlement issues, to name a few. Educators know these are challenges that can make it extremely difficult for some students to engage in the learning process. This necessitates teachers and administrators to be up to date on the latest research and have specific strategies to address the needs of their students. The purpose of Lori’s courses is to equip educators for these challenges in a respectful and encouraging manner.
THE DOG ATE MY HOMEWORK: Helping Disorganized Students
Dawson, Peg and Richard Guare. Smart but Scattered: The Revolutionary “Executive Skills” Approach to Helping Kids Reach Their Potential. Guilford Press. New York, NY, 2009. 314 pages. This book clearly explains the basics of “executive functioning” and how deficits in that ability to control and regulate behaviors can cause difficulties with organization, staying focused, controlling impulses and emotions. This book is geared for 4 to 13 year olds, however the authors also have one geared toward teens.
Dawson, Peg and Richard Guare. Smart but Scattered Teens: The “Executive Skills” Program for Helping Teens Reach Their Potential. Guilford Press. New York, NY. 2013. 293 pages. This book is the companion for teens. It also describes “executive functioning” and offers step-by-step strategies for developing executive skills. The emphasis that is placed on the supporting adult building a supportive relationship with the adolescent through the process is an added bonus.
Goldberg, Donna. The Organized Student. Touchstone. New York, NY, 2005. 288 pages. This book complements the course text. The author has filled this book with hands-on strategies for organization and includes a four-step plan (PACK) for purging and reassembling a backpack or locker that educators and parents could teach to their students. This book would be a great resource and encouragement to give a frustrated and overwhelmed parent of a disorganized student!
Gurian, Michael and Kathy Stevens. Boys and Girls Learn Differently! A Guide for Teachers and Parents: Revised 10th Anniversary Edition. Jossey-Bass. San Francisco, C.A., 2010. 400 pages. This book is a fascinating read because it outlines the brain differences between boys and girls and with that point of view challenges the notion that both genders learn best in the typical classroom setting. The authors cite studies as well as anecdotal evidence to support their viewpoint. The overarching idea is that teachers need to be aware of the differences, and vary their classroom methodologies and management so that their classrooms can be a better fit for both genders.
Moss, Samantha and Lesley Schwartz. Where’s My Stuff?” The Ultimate Teen Organizing Guide. Zest Books. San Francisco, CA, 2012. 104 pages. This is a short, fun book for intermediate through high school students that focuses on organizational skills and strategies. The authors use plenty of humor and illustrations to keep the pre-teen and teenager engaged in the material. I think the charts are very useful for students who can become overwhelmed by daily tasks. Definitely a useful resource to have in your classroom, counseling center or home for disorganized kids to access.
Woodcock, Susan Kruger. SOAR Study Skills. Grand Lighthouse. Grand Blanc, MI, 2006. 160 pages. This book is a comprehensive program that is based on four (4) steps. It does not just deal with organizational issues but also includes study strategies. This book can be used by a pre-teen or teen student or can be used by teachers as a curriculum for teaching study skills in their classes. The author has many other products and services for students, teachers and parents that can be found at her website www.studyskills.com