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This course outlines brain-based educational theories and techniques that can be used to transform classrooms and help children learn better. It presents experiential 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 Buy Boys and Girls Learn Differently!: A Guide For Teachers and Parents Direct from the Publisher Click Here to Buy Reaching Boys, Teaching Boys: Strategies that Work and Why Direct from the Publisher Click Here to preview the Syllabus -
Based on the diverse experiences of LGBTQ students and their allies, this essential course brings together the major issues that schools must address to improve the educational outcomes for gender and sexual minority students—as well as all students. The course highlights how educators can make their schools more supportive of LGBTQ students’ positive development and academic success. It covers emerging practices such as creating an LGBTQ-inclusive curriculum, fostering a whole-school climate that is support of LGBTQ students; and initiating effective community outreach programs. Click Here to Buy Safe Is Not Enough: Better Schools for LGBTQ Students Direct from the Publisher Click Here to Buy LGBTQ Youth and Education: Policies and Practices (Second Edition) Direct from the Publisher Click Here to preview the Syllabus -
Teaching for Black Lives: Creating Meaningful Race Conversations in the Classroom (5 Credits) EDCT 5759 This course prepares educators to initiate and facilitate meaningful, productive dialogues about race in the classroom. It provides practical strategies to engage with students. Educators will learn the following:- How to recognize the difference between meaningful and inconsequential race conversations
- How to build conversational “safe spaces,” not merely declare them
- How to infuse race conversations with urgency and purpose
- Ho to thrive in the face of unexpected challenges
- How to administrators might equip teachers to thoughtfully engage in these conversations
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This timely course reveals the kinds of teaching that engages girls intellectually, fosters their creativity, and bolsters their confidence. Drawing on descriptions of great lessons written by nearly 2,000 students and teachers, it offers a practical, accessible guide to anyone who wants to find better ways to help young women succeed. With a specific focus on mathematics, the course provides a better understanding of gender biases related to mathematics and improve girls’ education through the following:- Environmental barriers and gender stereotypes that create gender differences in mathematics performance and prevent many girls from learning mathematics at high levels.
- How to foster a safe learning environment that encourages girls to take risks when they learn math.
- A focus on the mathematics gender achievement gap through three lenses: (1) perceptions, (2) possibilities, and (3) priorities.
- Applying the tasks, questions, and evidence (TQE) process to successfully plan and implement inclusive lessons that engage all
- Short videos of girls engaging meaningfully in mathematics learning.
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“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
