Syllabus

Course Description

The purpose of this course is to provide teachers with the brain-based tools and understanding necessary to assist students in reaching their full potential for test-taking, increasing overall focus, enhancing reading and math skills, improving general study skill techniques, and building self-confidence in today's classrooms. Teachers will become familiar with the brain’s developmental stages and how they affect learning and behavior. Focus will be given to how the body and brain are integrated, and students will be introduced to the physical components of learning. Teachers will be presented with specific movements that can assist with balancing the vestibular system in the brain and the knowledge of how these movements can be easily assimilated into the lessons as part of the learning process and the overall school day.

The course will describe in detail the states of learning, stress at school, conscious vs. implicit learning, and how to manage a creative and calm classroom along with the means to incorporate these ideas into everyday routines. The format will also allow and encourage professional development and creative thinking among class members using the resources and prompts provided. This course has been designed for education professionals to rediscover the joy of teaching and for students to rediscover the joy of learning.

The course is set up for the professors to provide a wide variety of role-play opportunities and modeling the students to actively experience and be a part of the process of whole-brain learning. The skills to be acquired are specific and target movements that integrate parts of the brain for optimum function and retention, and applications for a series of brain-based learning techniques (i.e. Pulse Learning).

The definition of education has its roots in the Latin word Educare, which means "to draw out." A significant portion of this class will be taught involving the Socratic (Inquiry) Method of using questions to create avenues for individual connection to the material to set up links for personalized learning, along with co-creative opportunities for students to play out real-life scenarios.

Objectives

• The student will assess the attributes of whole brain learning.
• The student will recognize the parts and functions of the Triune Brain.
• The student will examine the developmental stages of the brain.
• The student will assess the function of the vestibular system.
• The student will appraise the characteristics of hemispheric dominance.
• The student will recognize how to assess his/her students’ hemispheric functionality.
• The student will examine the significance of hemispheric tendencies as they pertain to the classroom.
• The student will assess methods of teaching to the whole brain.
• The student will examine the concept of non-conscious learning.
• The student will evaluate the importance of movement as it relates to learning.
• The student will assess how play enhances learning.
• The student will examine why our bodies need water for optimum brain function.
• The student will recognize the effects that chemicals have on the body.
• The student will recognize how gender affects learning.
• The student will examine the origin of the theory that movement is essential to learning.
• The student will recognize movements that enhance spelling skills.
• The student will recognize movements that enhance listening abilities.
• The student will recognize movements that help keep the brain alert.
• The student will assess the phenomenon of stress and the impact of threat on the brain.
• The student will recognize the physical component of stress.
• The student will recognize emotional and academic stress and appropriate coping mechanisms.
• The student will evaluate methods for heading off the stress response.
• The student will evaluate the importance of routines and rituals in our lives.
• The student will assess the need for classroom routines and community bonding.
• The student will examine the issues related to bonding and attachment.
• The student will assess and apply bonding rituals.
• The student will examine the characteristics of emotional intelligence.
• The student will distinguish between feelings and emotions.
• The student will outline how emotions relate to the learning process.
• The student will assess the incompatibility of fear and discipline.
• The student will assess discipline strategies and process of self-control.
• The student will distinguish respect and reframing.
• The student will assess motivation and de-motivation.
• The student will recognize learned helplessness and meaning-making factors.
• The student will evaluate the concept of rewards.
• The student will examine how lesson planning has evolved.
• The student will recognize whole brain lesson planning.
• The student will incorporate mind-brain learning principles into his/her classroom.
• The student will examine ideas for implementing brain-based ideas into curriculum planning.
• The student will evaluate tips for alternative assessment.
• The student will assess ideas for boosting test scores.
• The student will complete the final integration project

Curriculum Design

Whole Brain Learning is a forty-five hour, three graduate credit course taught online. Modules 1 through 8 will be completed over a ten week period. Modules 9 and 10 will be completed over a five-week period so students will have the opportunity to complete the final integration project.

Time Requirements

This course is offered over a period of 15 weeks. Modules are completed over the 15-week period pending length of assignments per week.

Skill and Hardware Requirements

Students may use either a Macintosh computer or a PC with Windows 2000 or higher. Students should possess basic word processing skills and have Internet access as well as an active email account. Students also are expected to have a basic knowledge of how to use a Web browser, such as Internet Explorer, Mozilla Firefox, Safari, etc.

Course Materials

Text: Brain Based Learning by Eric Jensen. This book is a key resource for educators interested in putting the latest cutting edge neuroscience research into action in their classrooms. The author weaves all the latest discoveries into something immediate, specific, and easy to implement. The text and course materials will be provided for all students. In addition, Web resources will be read and reviewed.

Course Outline

Module One: Basic Structure to Whole Brain Learning

Contents:

• Introduction/Pre-assessment: Purpose of the course/Goals and objectives of teachers
• Introduction to brain-based learning
• Introduction to parts and functions of the Triune Brain
• Introduction of movements for focus
• Developmental stages from conception to age 21+
• The Vestibular System
• Reflective activities, assignments

Module Two: Right and Left Hemisphere Function

Contents:

• Review Session I
• Characteristics of hemispheric dominance
• How to assess your students hemispheric functionality
• What hemispheric function means to your classroom
• How to teach to the whole brain
• Non-conscious learning
• Reflective activities, assignments

Module Three: The Physical Component

Contents:

• Review Session 2
• The importance of movement
• Learning is child's play
• Why every BODY needs water for optimum brain function
• Chemicals and reactions in the body
• Reflective activities, assignments

Module Four: Specific Movements, Specific Results

Contents:

• Review Session 3
• The genesis of the Movement movement
• Movements to enhance spelling
• Movements to enhance listening abilities
• Movements that keep the brain alert
• Reflective activities, assignments

Module Five: The How, When, Why, Where and What of Stress

Contents:

• Review Session 4
• The phenomenon of stress/impact of threat
• The physical components of stress
• Emotional Stress
• Academic Stress
• Coping with stress in the classroom
• Methods for heading off the stress response
• Reflective activities, assignments

Module Six: Bonding and the Importance of Routines

Contents:

• Review Session 5
• Routines in our lives
• Classroom routines
• Community bonding
• Bonding and attachment
• Bonding rituals
• Reflective activities, assignments

Module Seven: Emotional Intelligence and Discipline

Contents:

• Review Session 6
• What is emotional intelligence?
• Feelings and emotions are not the same
• Emotions and the learning process
• Putting emotions into words and gestures
• Fear and discipline are incompatible
• Conflict
• Discipline strategies
• The journey to self-control
• Reflective activities, assignments

Module Eight: Motivation, Making Meaning and Rewards

Contents:

• Review Session 7
• Respect and reframing
• Motivation and demotivation
• Learned helplessness
• Meaning making
• Motivation and rewards
• Reflective activities, assignments

Module Nine: Lesson Planning

Contents:

• Review Session 8
• Brain-based lesson planning part I
• Brain-based lesson planning part II
• Review for final exam
• Reflective activities, assignments

Module Ten: Final Exam/Evaluation

Contents:

• Mind-Brain learning principles
• Brain metaphor exercise
• Final integration project
• Evaluation

Course Requirements:

1. Participation: Participation in all Forum activities and dialogue with colleagues.
2. Reading assignments: Students will complete all assigned reading assignments in the textbook and on the websites and research articles and answer questions and do reflective activities.
3. Culminating Activity: Final Integration Project: Participants will create a all-encompassing daily lesson plan that creatively and appropriately incorporates the components of this course.

Requirements	Points
Forum Participation	30
Reading & Reviews	30
Final Integration Project	40
Total	100

Grades

136-126 - A
125-116 - B
115-105 - C
104-  94 - D
  93-    0 - F

Proctored Exams:

General Information

For this course, you will be required to complete an online proctored exam. You, the student, are responsible for locating a qualified proctor to observe you completing this exam. The proctor can be a colleague, the administrator at a local school, or any approved professional. The proctor’s contact information and the location where you plan on completing the exam must be submitted to your professor no later than the Module 6 due date for this course. You and your approved proctor will be required to complete a form verifying that you successfully completed the exam independently. Some facts about the exam:

• Questions will reflect course content for modules 1-8.
• The content of the questions will reflect the type of assignments you completed in Modules 1-8, so it would be to your advantage to review your assignments prior to the proctored exam.
• This exam is designed to take approximately 2 hours to complete.
• Question types will include multiple choice, short answer, and essay.
• You will be able to log in to the exam the day after Module 8 assignments are due to your professor.
• Once you log in, the exam will only be available for 2 hours
• During the exam, you may use the course Web site for assistance, as well as other research sites such as Questia that may assist you in successfully completing the exam.

Selecting a Proctor

Your proctor can be a colleague, the administrator at a local school, or any approved professional. Remember when selecting your proctor that he or she must:

• Be available during a two hour block of time the week of the exam.
• Stay in the room with you during the exam.
• Complete the proctor form.

Your exam location must be a secure location where you will not be interrupted by others. Suggested locations include:

• Your classroom
• Your school computer lab
• Library

Prior to the Module 4 due date send your professor an e-mail suggesting the name of a possible proctor and proposed location. In the subject of the email message type PROCTOR. Your e-mail must include the proposed proctor's title, workplace and work e-mail address (if you provide their home e-mail address also, it may be easier to get in touch with them more quickly... but you must provide their work e-mail address).

Your professor will reply to let you know if your proctor selection was approved.

Taking The Exam

The week prior to the exam, your professor will send your proctor an email with the exam instructions and an Exam Affidavit.

The day after the Module 8 due date, you and your proctor will receive an email with the link to the exam. You will only be able to access the exam once. Do not click on the link or attempt to open the Web page until you are ready to begin the exam.

Exam Rules

• The exam is designed to take approximately 2 hours to complete
• Exams submitted more than 2 hours after they are initially accessed will not be accepted (proctors should carefully keep track of time spent on the exam.
• Students who do not propose a suitable exam site and possible proctor will not be allowed to take the exam.
• Students must not communicate with anyone regarding the exam, other than the proctor (or instructor or other designate), either verbally, electronically or otherwise, during the exam.
• The exam must be completed independently.
• Students must not discuss the curricular content of the exam with colleagues from class, either verbally, electronically, or otherwise, until after the final deadline for completion of the exam.
• If technical problems arise such that you are unable to access the on-line exam, notify your proctor at the exam site and get them to e-mail the instructor so that the time limit for the exam may be extended if required.
• The final exam covers Modules 1-8. It is not a closed book exam, you are free to use the textbook, browse the Internet, and the course Web site. Because you will be tested on concepts, browsing absolutely does not help those who have not studied, but may be an aid to those who wish to occasionally clarify their thinking.
• Students and proctors may not remove a printed copy of the final exam from the exam site.
• If the exam is printed during the examination period, the copy must be destroyed by the student or proctor before the student leaves the site of the final exam.
• It is recommended that students who may wish to browse during the exam open 2 copies of the browser during the exam (using one for browsing if necessary, and the other for the exam).
• It is recommended that you "save" frequently during the exam, or write down a few words to help you remember which answer you have chosen for each question in the event that there is a power failure, or you accidentally close the browser window in which you are completing the final exam.

After The Exam

Upon completion of the exam, the student and proctor will complete the Exam Affidavit to verify that the student registered for the course is the student that completed the exam. Upon completion of the form, it should be faxed or scanned and emailed as an attachment to the Teacher Education University Registrar.

Student Academic Integrity

Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by the Teacher Education University catalog and is subject to academic disciplinary action.

Bibliography

Amen, Daniel, “Change your brain, change your life”, Three Rivers Press, New York (1998).

Bailey, Becky, “Conscious Discipline: 7 Basic Skills for Brain Smart Classroom Management”, Loving Guidance, Oviedo, Florida (2000).

Bailey, Becky, “Brain Smart Discipline: Transforming conflict into cooperation”, Loving Guidance, The Brain Store, San Diego (2003).

Bailey, Becky, “I love you rituals,” Loving Guidance, Oviedo, Florida (1997).

Coleman, Daniel, “Working with Emotional Intelligence”, Bantam Books, New York (1998).

Cherry, Clare and Godwin, Douglas and Staples, Jesse, “Is the Left Brain Always Right?”, Fearon Teacher Aids, Belmont, California (1989).

Dennison, Paul and Dennison, Gail, “Brain Gym”, Edu-Kinesthetics, Ventura, California (1989).

Dill, David, “What teachers need to know,” Jossey-Bass Publishers, San Francisco (1990).

Glasser, Naomi, editor, “Control Theory in the practice of Reality Therapy, Harper and Row, New York (1989).

Glasser, William, “Control Theory in the classroom,” Harper and Row, New York (1986).

Haebig, Jeff, “Body/Brain-based teaching and learning,” Wellness Quest, 2003.

Hannaford, Carla, “Smart Moves: Why learning is not all in your head”, Great Ocean Publishers, Arlington, Virginia (1995).

Hannaford, Carla, “Awakening the child heart: A handbook for global parenting”, Jamilla Nur Publishing, Captain Cook, Hawaii (2002).

Hannaford, Carla, “The Dominance Factor”, Great Ocean Publishers, Alexander, North Carolina (1997).

Hocking, Claire, “Learning Hierarchy”, Edu-Kinesthetics, Ventura, California (1995).

Jensen, Eric, “The Learning Brain”, The Brain Store, San Diego (1995).

Jensen, Eric, “Brain-based Learning”, The Brain Store, San Diego (2000).

Jensen, Eric, “Teaching with the brain in mind”, Association for Supervision and Curriculum Development, Alexandria, Virginia (1998).

Ornstein, Robert, “The Right Mind”, Harcourt Brace and Company, New York (1997).

Palmer, Lyelle, “High Brain Readiness for Primary Academics: K-2 SMART stimulation results”, The Brain Store, San Diego (2003).

Pearce, Joseph C., “Magical Child”, Plume Publishers, New York (1992).

Sousa, David, “How the brain learns,” The National Association of Secondary School Principals, Reston, Virginia (1995).

Online resources

1. Brain research its application into education

2. Bliss and the brain

3. Control: perception equals reality

4. Sound, sight, solitude and your brain

5. Exercise and the brain

6. Fear and the amygdala

7. Fundamental movement must come first

8. Handedness and brain lateralization

9. Assisting children in concentration

10. How a child’s brain learns throughout a typical school day

11. Brain-based learning quiz

12. Computation and language

13. Laughter and the brain

14. Music and the brain

15. School discipline

16. Serotonin and judgment

17. Storing memories

18. Stress and the brain

19. The music, movement and learning connection

20. The mind-body link

21. Your surroundings influence your brain

22. Recognizing patterns

23. Control Theory

24. The social/cultural aspect of the learning environment

25. Right and left brains

26. Different learning styles

27. Understanding whole brain learning

28. Piaget’s stages of learning

29. Emotional intelligence

30. Emotional intelligence exercises

31. Why punishment doesn’t work

32. The prefrontal cortex: how the adolescent brain challenges the adult brain

33. Gaining control by sharing it

34. Attention and the reticular activating system

35. Classroom environment affects learning

36. The rational for interdisciplinary assignments

37. Neural pathways

38. Applying Brain Gym

39. Affirmation tips

40. Is all this fuss about brain-based learning justified?

Teacher Education University reserves the right to adjust and adapt this syllabus as necessary.