COURSES & DESCRIPTIONS
Adventures In Attitudes - Human Relations for Educators EDT6692
Bringing out the Best in Students: -Developing Performance Character EDT6750
Brain Power Strategies EDT6900
Courage for The Discouraged EDT6901
The Well-Informed Educator EDT6932
Creative Teaching Strategies for Teaching Core Standards EDT6725
LifePOWER: -Strategies for Reducing Educator and Student Stress EDT6690
Engaging the 21st Century Learner thru Technology EDT6749
Educating for Character -Developing Moral Character EDT6724
Effective Instruction EDT6729
Hands on Math K-8 EDT6748
Succeeding with Students of Poverty EDT6916
IQ-EQ Connections - Helping Kids Care EDT6438
Literacy for Learning - Reading & Writing Across the Curriculum EDT6701
The Teacher's Toolbox EDT6915
Time & Life Mastery - Time Management for Educators EDT6696
Positive Discipline in The Classroom EDT6731
Risk to Resilience - Strength-Based Interventions for Students EDT6747
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IQ-EQ Connections: Helping Kids Care EDT6438
Author: Polly Ayers
“Come on……I know you know this. You did it last year.”
How is it that students can “know” something – even pass a test on it - but then forget it? This course will explore the difference between short term memory and long term memory, and how to make it more likely that learning will be stored in long term memory.
Using the work of Benjamin Bloom, and David Sousa, we’ll consider how the brain learns and retains cognitive information (“IQ”). Using the work of Daniel Goleman and others, we’ll explore the important role the amygdala plays in processing new information, and in developing emotional skills (“EQ”). When we help students engage both the cognitive and the emotional parts of their brain, it’s far more likely that information will be stored in long term memory, and become a permanent part of their understanding of the world.
Each day, participants in this course will experience a lively variety of strategies and techniques that can be used to help more students engage more often, and more fully. The course is designed to inspire and equip educators to create “teachable moments” for students, so that school curriculum can serve as a springboard for both cognitive and emotional growth, and so that learning can be retained and retrieved for longer periods of time.
A FEW OF THE THINGS PARTICIPANTS WILL LEARN:
David Sousa’s 4-step model of How The Brain Learns, and how this model can transform big and little lessons within our classrooms
Ways to differentiate lessons to address the needs of both eager learners and reluctant learners.
How to help students derive both sense (“I get this”) and meaning (“This matters”) from our academic lessons
Ways to use your systems for grading, classroom management and discipline to reinforce the skills that are a vital part of learning how to learn
Practical applications for Benjamin Bloom’s belief that true learning connects cognitive, emotional, and kinesthetic learning
Over 25 brain breaks, classroom games, and review strategies that can be adapted to a variety of age and ability levels