NO. OF CREDITS:
5 QUARTER CREDITS
[semester equivalent = 3.33 credits]
|WA CLOCK HRS:
PENNSYLVANIA ACT 48:
This unique course is designed for teachers to take advantage of any experiential opportunity that inspires. As educators, we continually adapt, grow, and evolve our curriculum to meet the needs of our students and community. As reﬂective practitioners, we often ask our students; What moves you? What do you want to learn more about? What are you getting stuck on? What are you wondering? Rarely, however, do we make space to pause and consider this for ourselves.
This type of inquiry is essential, relevant, and necessary to the deepening of our craft as educators. This is where the opportunity lies for our practice to be inspired and transformed anew. There are an incredible variety of local, regional, and national events, meetings, and more informal gatherings outside of the usual academic camps or clinics, which can help you bridge these provocations from dreams to reality. Teachers interested in sparking new learning for themselves and/or their classroom community may pursue their professional development needs by taking part in these experiences that help build, evolve, inspire, and innovate their practice.
Required text will vary based on the instructor's recommendations.
This course is appropriate for teachers K-12
Events and experiences qualify which relate to a teacher’s professional situation and can include: social justice conferences, community organizing or building conference, sustainability conferences, events, community ﬁlm viewings, global and eco-service learning, school garden or habitat restoration, renewable energy education, relocalization, local food ecology, activist events such as marches and demonstrations, environmental justice, peace, and human/animal rights, climate justice study, sense of place studies, eco-travel, eco-literacy, self-study, sustainability/social justice/peace project design and implementation, corporate and media responsibility, youth leadership coordination, some art projects, speaker engagements, compassion and nonviolent communications, meditation, emotional/spiritual intelligence training, eco-spiritual study, events put on by the educator themselves, including the planning, and more.
WHAT DOES NOT QUALIFY:
General curriculum development, general classroom management, special ed., diﬀerentiation, general assessment, cultural history, summer travel, safety and health, collaborative or neighborhood projects NOT directly relating to teacher’s provocation to bring to classroom.
Some of these activities may qualify IF they are deepened to encompass these areas. For example, you may not earn clock hours for general summer travel. However, if you conduct cultural/environmental service work or focused research on your travels within the United States, and apply it as a social justice or sustainability lesson in the classroom, then your national travel would qualify.
Previous activities or projects completed before registering for The Inspired Classroom course do not qualify for clock hours or continuing education quarter credit. There are some exceptions; please contact the instructor if you would like your proposal to include recent retroactive activities connected to a current project.
The school administrator or department head's approval is required before clock hours or continuing education quarter credit is awarded. A Heritage Institute Authorization Form is available online after you register.
For more information on Sarah Rosman's courses, visit her website at www.sarahrosman.com.
LEARNING OUTCOMES: Upon completion of this course, participants will have:
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, Oregon PDUs, or Pennsylvania ACT 48 Hours. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours, Oregon PDUs, and Pennsylvania ACT 48 Hours.
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
Required text will vary based on the instructor's recommendations.
None. All reading is online.
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments.
Assignment #1: Introduce Yourself
You must complete your introduction before moving on to other assignments.
Using FlipGrid (App for video recordings), create an account, and record a video of yourself with:
Please note: If you are the first two participants to join this course, do not be concerned, simply complete your video recording.
NOTE: Once you have ﬁnished and uploaded your video greeting and responses to classmates, please note in your assignment response box that you have completed the assignment in FlipGrid.
Assignment #2: Event Journal
Using Padlet for collaborative and student-paced learning, add your event journals to the collaborative board found on this Padlet: https://padlet.com/zivrossi10/zpiw4qtg9nyatwcv
Keep track of your events and experiences below. If attending multiple events, you will need to ﬁll out a new event entry for each new activity. You must attend 50 hours of activities/events and document them in your event journal.
JOURNAL ENTRY*: Describe the event, the main takeaways, and how you envision integrating these new learnings into your practice.
When you have completed one event, you may enter additional events. **Be sure to secure materials which can authenticate your involvement in each activity, such as program brochures, email announcements, web pages, or other ways to authenticate your involvement.
NOTE: Once you have uploaded or created your responses, please note in your assignment response box that you completed your assignment in Padlet.
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 do not have a classroom available to you, please contact the instructor for course modifications. Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments.
Assignment #3: Research & Integration
You must complete parts 1 and 2 before moving on to parts 3 and 4.
Parts 1 & 2
1. Read Chapter One of bell hooks pivotal novel Teaching to Transgress,
2. Answer the following questions via Flipgrid (a) and Padlet (b, c):
a. How have these experiences helped engage and materialize your
ideas of education as a practice of freedom and self-actualization?
(As discussed by hooks)
Please look at two (2) other proﬁles and respond to them in a few
short statements using this FlipGrid link: https://ﬂip.com/84898a48
or use code: 84898a48
b. Will your students have opportunities to become “active participants”
in their learning through how you will pivot your practice based on
these experiences? In what ways?
c. How do the ideas around “engaged pedagogy” that emphasize well-being
for teachers and, in turn, students resonate with you as an educator?
How do these come alive after the events/activities you have engaged in?
Padlet Link: https://padlet.com/zivrossi10/r247uzvtntw9eal8
*Please post your thinking below the questions in the corresponding columns
Parts 3 & 4
Complete parts 1-2 before moving to parts 3-4.
Select and read text(s) or a series of articles representing at least 400 pages, or 200 pages combined with 4 + hours of multimedia research.
3. Add your research, readings, and multimedia on a collaborative Padlet.
Padlet link: https://padlet.com/zivrossi10/2gujxt9o9e342g0d
You will be able to check out what your classmates have been reading and
viewing, and it may be something you would like to dive into now or
sometime in the future.
Each post should include:
4. In 500+ words in the response box or in an uploaded document, consider
using the readings and the videos in your future teaching.
Questions to answer:
Note: Once you have ﬁnished all four (4) parts of assignment #3, please note in your assignment response box that you completed your assignments to parts 1, 2, and 3 in Flipgrid and Padlets as well.
Assignment #4: Putting it all together
“Professors who embrace the challenge of self-actualization will be better able to create pedagogical practices that engage students, providing them with ways of knowing that enhance their capacity to live fully and deeply.” - bell hooks.
Now that you have taken this ﬁrst step of inspiring yourself and taking steps toward self-actualization, it is time to apply it to your practice in the classroom. In order to apply your learning to your professional situation, design three (3) related lessons inside of a thematic unit, which is related to your event(s) or research topics. Make the below questions clear in your lessons.
Follow the template provided or a template used customarily in your school or district. The link for the Lesson Plan. https://www.hol.edu/about/lesson-template
Assignment #5: (500 Level ONLY)
In addition to the 400-level assignment, complete two (2) of the following:
Collaborate with a colleague
Implications of Academic Integration with Inspired Experience(s)
Using an academic unit of study previously taught in your classroom, design integrations and learnings from your experience that could and would support this speciﬁc study. Using objectives and goals, design a week-long span of speciﬁc ways to incorporate these learnings from the attended events and experiences and/or readings that support and deepen academic learning. Get creative, hold speciﬁc academic targets previously taught but inject the new learnings that will enrich your overall unit.
Respond in a 500 – 600 word response that explains your thinking, lists the lessons, and includes your new learning plans.
Presentation for your students, families, or colleagues
Using Google slide/PowerPoint, create presentation materials either for students to support your unit plan or as a training/in-service presentation for other teachers or peers on your unit and learning in this course
Respond in a 500+ word response that explains your thinking and your plan for who you will be showing this to and its intended purpose.
An assignment of your own choice, with the advisor's prior approval.
C. INTEGRATION PAPER
Assignment #6: (Required for Clock Hrs, PDUs, CEUs, Act 48, 400 and 500 level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)
Write a 400-500 word Integration Paper answering these 5 questions:
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:
Sarah Rosman, M.Ed., (she/her/ella) found herself in education after traveling through Argentina and Chile with a group of artists, putting on role-playing experiences for immersion language acquisition for all ages. After the experience of teaching in traditional Argentinian schools and non traditional experiential education, Sarah returned to the United States to study what rooted her philosophical beliefs and framework. She received her Master of Education from Lewis and Clark with a certification in ESL.
Sarah has been teaching for over 15 years primarily in Portland Public Schools, during that time she has also been a consultant, adjunct professor, researcher and student. Her work is anchored in true continual education and inspiration, which she has found through a growing community of educators and thought-leaders around the world. Currently, Sarah is consulting on issues surrounding race, justice, language, and education while her family lives between Portland, Oregon and Oaxaca, Mexico.
For more information on my courses, visit my website at www.sarahrosman.com.
THE INSPIRED CLASSROOM 2023: Section A - 5 Qtr Credits