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If you have taken this course for graduate credit through ArmchairEd, you cannot take the same course for clock hours through ArmchairEdClockHours. Click Here to buy the book Brain Matters direct from the publisher. This course utilizes cutting-edge neuroscience research to guide teaching. The first third of the book describes neuroscience, brain anatomy, and physiology. The middle part of the book discusses how the brain, encodes, manipulates and stores information. This information-processing model provides a first look at implications of research for practice--why meaning is essential for attention, how emotion can enhance or impede learning, and how different types of rehearsal are necessary for different types of learning. practical classroom applications and brain-compatible teaching strategies. The last third shows how to use simulations, projects, problem-based learning, graphic organizers, music, rhyme and rhythm, writing, active engagement, and mnemonics. Each chapter provides examples using brief scenarios from actual classroom practice, from the lower elementary grades to high school. Click Here to download the course syllabus. -
This course will be dropped on June 30, 2024 If you have taken this course for graduate credit through ArmchairEd, you cannot take the same course for clock hours through ArmchairEdClockHours. This course outlines brain-based educational theories and techniques that can be used to transform classrooms and help children learn better. It presents experiental learning techniques that teachers can use to create an environment and enriched curriculum that take into account the needs of the developing child’s brain and allow both boys and girls to gain maximum learning opportunities, increase academic opportunities, and improve behavior. It provides the latest scientific research on the differences between boys’ and girls’ brains, neurological development, hormonal effects, behavior, and learning needs. Click Here to Purchase Brain-Based Learning direct from the publisher Click Here to Purchase Made for Learning direct from the publisher. Click Here to download the syllabus. -
If you have taken this course for graduate credit through ArmchairEd, you cannot take the same course for clock hours through ArmchairEdClockHours. This course focuses on emotions as powerful motivators of learning because they activate brain mechanisms originally evolved to manage our basic survival. Meaningful thinking and learning are inherently emotional because we care deeply about things we think about. To motivate students for academic learning, produce deep understanding, and ensure the transfer of educational experiences into real-world skills and careers, educators must find ways to relate the emotional aspects of learning. Poor executive functioning can result in behavioral and attentional problems in school. Children without age-appropriate self-regulation are likely to move into adolescence and young adulthood less equipped to succeed academically, less socially competent, and less able to cope with frustration and stress. This course provides ways to improve executive function that allow children to gain essential self-regulating skills and succeed. It is a groundbreaking course in affective neuroscience. Click Here to download the course syllabus. Click Here to purchase Executive Funcion & Child Development directly from the publisher Click Here to purchase Emotions, Learning, and the Brain directly from the publisher -
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From the moment we enter school as children, we are made to feel as if our brains are fixed entities, capable of learning certain things and not others, influenced exclusively by genetics. This notion follows us into adulthood, where we tend to simply accept these established beliefs about our skillsets, such as we don’t have “a math brain” or we aren’t “the creative type”. These damaging—and as new science has revealed, false assumptions have influenced all of us at some time, affecting our confidence and willingness to try new things and limiting our choices, and, ultimately, our futures.
Limitless Mind explodes these myths and reveals the six keys to unlocking our boundless learning potential. Research proves that those who achieve at the highest levels do so not because of a genetic inclination toward any one skill, but because of specific keys explored in the course. Our brains are not “fixed,” but entirely capable of change, growth, adaptability, and rewiring. Want to be fluent in mathematics? Learn a foreign language? Play the guitar? Write a book? The truth is not only that anyone at any age can learn anything, but the act of learning itself fundamentally changes who we are.
Click Here to buy Limitless Mind direct from the publisher Click Here to preview the course syllabus. -
If you have taken this course for graduate credit through ArmchairEd, you cannot take the same course for clock hours through ArmchairEdClockHours. “Please, try harder.” “Please, pay attention.” “Please, behave.” Most students want to do what it takes to succeed, but sometimes that’s easier said than done. Executive function skills such as self-regulation, focus, planning, and time management must be taught, and they take practice. When you work on them in class, you give students the tools they need to not only learn but also monitor themselves. Teaching executive function skills in your classroom doesn’t have to be difficult. This unique course—designed with busy teachers in mind—introduces a flexible seven-step model that incorporates Universal Design for Learning (UDL) principles and the use of metacognition. Features include:- Descriptions of each skill and its impact on learning
- Examples of instructional steps to assist students as they set goals and work to achieve success.
- Strategies coded by competency and age/grade level
- Authentic snapshots and “think about” sections
- Templates for personalized goal-setting, data collection, and success plans
- Accompanying strategy cards
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The Reading Mind explains the fascinating journey from seeing letters, then words, sentences, with the author highlighting each step along the way. This course covers every aspect of reading, starting with two fundamental processes: reading by sight and reading by sound. It also addresses reading comprehension at all levels, from reading for understanding at early levels to inferring deeper meaning from texts and novels in high school. The course considers the undeniable connection between reading and writing, as well as the important role of motivation as it relates to reading. It tackles the intersection of our rapidly changing technology and its effects on learning to read and reading. Click Here to purchase the text direct from the publisher Click Here to download the syllabus -
If you have taken this course for graduate credit through ArmchairEd, you cannot take the same course for clock hours through ArmchairEdClockHours. This course untangles scientific fact from pedagogical fiction, debunking dozens of widely held beliefs about the brain that have made their way into the education literature. In ten central themes on topics ranging from brain structure to classroom environments, the course traces the origins of common neuromyths—from categorizing individuals as "right-brained" or "left-brained" to prevailing beliefs about multitasking or the effects of video games—and corrects the record with the most current state of knowledge. Combining neuroscience research, educators learn to create equitable and inclusive classrooms through the following:- Establish a school culture that champions equity and inclusion.
- Rethink the long-standing structure of least restrictive environment and the resulting service delivery.
- Leverage the strengths of all educators to provide appropriate support and challenge.
- Collaborate on the delivery of instruction and intervention.
- Honor the aspirations of each student and plan accordingly.