This course is designed to prepare participants on how improving student achievement by using research based instructional strategies, carry out student centered learning, apply learning profiles preferences in differentiating instruction, develop and implement facilitation skills, write four-phase lesson plans and acquire communication strategies and tools to optimize learning. This course will also explore how multiple intelligences and learning styles can affect curriculum development and learning.

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The purpose of this seminar/webinar delivered course is to develop new knowledge and applications of innovative teaching and learning assessment strategies, which significantly increase student performance. Participants will learn to analyze the Personal Skills Map assessment instrument as a tool for individual personal growth and develop a personal profile or “map” of eleven personal and life skills. Students will review instances of emotional intelligence in peer-reviewed journals and compare the findings, experiential understanding, and outcomes with what they learned in the seminar. They will discuss the implications for their environment and objectives and improvements that could be made if other organizations adopted the concepts they learned.

Emotional Intelligence is a learned ability to identify, experience, understand, and express human emotions in healthy and productive ways. Emotional skills are primary factors of motivation and the gateway to lifelong learning and high levels of achievement. Research worldwide indicates that emotional intelligence skills are essential to all learning. This intensive course will introduce educators, trainers, and managers to the concepts of emotional intelligence to enable their students/employees to acquire new information more rapidly and with less stress. Participants will receive instruction and practice in creating a carefully orchestrated, highly positive learning environment for making individual performance in any subject area more rapid, more effective, and more enjoyable.

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The purpose of this seminar/webinar delivered course is to enhance development of a student’s goal achievement and personal responsibility skills. Emotionally intelligent teachers or trainers will be able to model as well as talk about the thoughts and behaviors most important to a person’s goal and academic achievement and personal well-being. The skills learned in this course provide a research derived and validated approach to help learners identify, understand, and develop specific behaviors related to critical thinking skills.

This seminar uses the Personal Responsibility Map as a starting point for individual and group focused interventions emphasizing experiential and skill-based learning experiences to improve learner achievement and personal effectiveness. This model encourages self-awareness, self-understanding, and positive personal change within the context of a supportive relationship. The Personal Responsibility Map measures the following areas: goal setting, self-efficacy, values congruence, achievement drive, supportive environment, self-esteem, self-management, problem solving, and resiliency.

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The Educational Psychology course explains the cognitive, linguistic, personal, social, and moral development of individuals as well as individual and group differences. This lesson also describes behaviorist and social cognitive views of learning, intrinsic and extrinsic motivation, and informal and formal assessments.

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The Secondary Methods course discusses how to teach effectively in today’s secondary schools. This course develops an understanding of various learning modes, learning styles, multiple intelligences, questioning techniques, and other instructional strategies to engage students and be effective in today’s secondary school classroom. This course demonstrates how to use effective lesson plan design as well as various assessment techniques. This course also demonstrates strategies for ongoing professional development for teachers.

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The Learning and the Brain course describes the roles, functions, processes, and physical makeup of the brain and how it can be leveraged for optimal learning. This course defines the structure of the brain, how it functions, and how to enhance student cognition and development of academic skills. The course will also provide the classroom instructor with tools to help the student understand short- and long-term memory, identify factors that influence students’ ability to remember, and understand higher level thinking and effective problem solving. Finally, this course will also help explain how multiple intelligences and learning styles can affect curriculum development and learning.

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The Thinking Maps course is designed to enable teachers at all levels to use Thinking Maps® as a common visual language for learning. Students will learn how to use visual tools in their own thinking processes and to teach others how to do the same. They will learn how to use Thinking Maps® for content-specific and interdisciplinary learning and how to seek patterns independently and interdependently in information. Students will become independent, reflective, lifelong problem solvers and learners. They will be empowered to draw on a range of different and related thinking processes and motivated to persevere during complex tasks.

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The purpose of this online asynchronous delivered two-part course is to develop new knowledge to help those witnessing sexual misconduct by colleagues to make appropriate interventions. As a character in an interactive movie participants will maneuver through the complex, emotional, and often morally ambiguous world of teaching. Students will make decisions at strategic points in the interactive movie answering thought-provoking questions about seemingly insignificant yet pivotal situations that teachers, administrators, and others who interact with young people face throughout the year.

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This course explores the purpose of assessment and examine the value of feedback and distinguish between formative assessment and summative assessment. The features of validity, reliability, precision, practicality and efficiency will be as they relate to assessment. The components of classroom assessment: purpose, measurement, interpretation and use will be investigated. The implications of special education and student Individual Education Plans (IEP’s) as the relate to differentiation for some students will be examined. The value and use of learning targets and effective questioning both for instruction and assessment purposes will be identified. Resources for teaching student assessment taking skills will be given.

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This course is designed to further prepare instructors to meet the goal of having an inclusive classroom. Although all students are unique, there are categories of students that require special effort and focus by the teacher to include them. Federal laws have identified and labeled specific categories of students who are to receive specific accommodations and types of instruction. There additional categories identified at the state government level and some district levels that instructors are required to recognize and accommodate. These considerations are important for the students’ educational experience, but they are also important for the teacher to comply because the requirements carry the weight of law. In addition, this course provides guidance in ways to promote an inclusive classroom atmosphere and to help students develop skills in studying and test taking.

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