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Student Support Services Division ~ Professional Development Department   

PDE‐3045 SYLLABUS           

WHY SPARK?    The No Child Left Behind Act (NCLB) of 2001 improves quality of instruction by requiring schools to implement  "scientifically‐based research" practices in the classroom.  The act is promoted as requiring 100% of students  (including disadvantaged and special education students) within a school to reach the same state standards in  reading and mathematics by 2014.  The emphasis on scientifically‐based research supports the consistent use of  instructional methods that have been proven effective. The emphasis on scientifically‐based research supports the  consistent use of instructional methods that have been proven effective.  This course will present current findings of leading experts in the field of brain‐based education and learning and  explain scientifically‐based research.  Instructors will demonstrate how to locate effective research‐based  instruction strategies and programs. Course participants will synthesize current scientifically‐based research  instructional strategies, with a focus on brain‐based instruction and how it applies to student learning.  An  overview of the science of learning developed from findings from neuroscience, cognitive science, neuroeducation,  and behavioral science will be applied to course study.  Participants will engage in an interactive overview of the  mind’s functions to help gain a deeper understanding of how students learn.  Evidence gathered from multiple  sources, including using a phenomenological approach as part of the data necessary to understand how specific  students learn, and participation in interactive activities, both digital and non‐digital, will be included.  “For the nation's 2.9 million students with identified learning disabilities (LD) currently receiving special education  services under the Individuals with Disabilities Education Act (IDEA), the challenging provisions of NCLB create  expanded opportunities for improved academic achievement.  These definitional and qualifying criteria establish  students with LD as competent to participate in general education curricula and achieve at a proficient level when  provided with high quality instruction by trained professionals as well as appropriate accommodations.  Thus,  students identified and served under the IDEA category of Specific Learning Disabilities must be provided full  participation and equal accountability in NCLB.  Teachers must also use those instructional practices that have  been proven to be effective in improving outcomes for students with LD.”  (NCLD Public Policy, (March 10, 2009).  NCLB  and Students with LD:  Ensuring Full Participation and Equal Accountability.  [Last accessed from:  http://www.ncld.org/on‐ capitol‐hill/policy‐in‐action/policy‐briefs/nclb‐and‐students‐with‐ld‐ensuring‐full‐participation‐and‐equal‐accountability, May  14, 2010]. 

“Brain‐based education is best understood in three words: engagement, strategies and principles. Brain‐based  education is the engagement of strategies based on principles derived from an understanding of the brain.”  (Jensen, Eric, (Feb 2007).  PDK International  Journal of Education, pgs. 408‐417. [Last accessed from:  http://brainbasedskeptic.com , April 2, 2010]).  Current research supports brain‐based instructional strategies as highly 

effective.  Student improvement and achievement are directly related to teaching practices.  Brain‐based  instructional strategies provide educators with effective research‐based approaches to meet the needs of diverse  learners.    PDE-3045, Spark Their Neurons! Page 1

 

January-February 2011


LESSON FORMAT  Spark Their Neurons is a combination of face‐to‐face interactive sessions and online lessons using  Moodle and Centra.  You will need a microphone/headset to participate in the live online lessons  through Centra.  You can find headsets at Wal‐Mart, Office Max, Office Depot, Fry’s, or Best Buy.    You will learn more about the format of the course during the first face‐to‐face meeting.  Please dress  comfortably since this class is very interactive and you will be moving!  A variety of multimedia  presentations, scientifically‐based readings, interactive activities, and modeled instruction will occur  during the face‐to‐face sessions.  During the online synchronous meetings, you will participate via the  Internet through whiteboard activities, online quizzes, polls, and auditory feedback.  After each online  lesson, you will be required to complete an online assignment.  Your culminating activity is to present a  10 minute lesson on what was covered during the course at the final face‐to‐face class.  See the  “Schedule” on the next page for specific dates, times, and locations.  An online journal must be kept, which will include a written journal of online hours.   You will receive  your online journal during the first face‐to‐face session.  The journal must be received by Monday,  February 28, 2011, to Jennifer Dale, Professional Development Department, Location #480, via email,  or bring to the last face‐to‐face session. PLEASE DO NOT SEND YOUR JOURNALS TO THE PDE OFFICE!    Upon completion of all online lessons and the final synthesis assignment, you will be required to complete a post survey, as well as a journal of online time and completed assignments. All lessons, online journal, and assignments are to be completed no later than Monday, February 28, 2011.

  Introduction and Overview of Research‐based Instructional Strategies  A Closer Look at the Human Brain  The Male Brain    Moodle Assignment  The Female Brain    Moodle Assignment  The Adolescent Brain    Moodle Assignment  The Typical Brain vs. The Exceptional Brain    Moodle Assignment  Synthesis Online Assignment  Course Review 

    Total Hours 

7.5 hours face‐to‐face  7.5 hours face‐to‐face  1.5 hours online  .5 hours online  1.5 hours online  .5 hours online  1.5 hours online  .5 hours online  1.5 hours online  .5 hours online  3 hours online  4 hours face‐to‐face 

30 hours 

     

PDE-3045, Spark Their Neurons! Page 2

 

January-February 2011


SCHEDULE Sessions  1 

2

3

All Online Assignments Due:  2/28/2011 

Date & Time  1/22/2011  8 am‐5:00 pm 

Format Face‐to‐Face  Location: 

(Lunch on your  own) 

Professional Development  Department  4040 S. Pecos‐McLeod  Las Vegas, NV 89121  http://tinyurl.com/PDDMap4You

1/29/2011 8 am‐5:00 pm 

Face‐to‐Face Location: 

(Lunch on your  own) 

Professional Development  Department  4040 S. Pecos‐McLeod  Las Vegas, NV 89121  http://tinyurl.com/PDDMap4You

2/1/2011 4‐5:30 PM 

Centra Session  (online) 

On your own  (30 minutes) 

Complete Moodle  Moodle   (on your own after Centra  Lesson 3  Session)  Centra Session  Mandatory  (online)  Attendance  Complete Moodle  Moodle   (on your own after Centra  Lesson 4  Session)  Centra Session  Mandatory  (online)  Attendance  Moodle   Complete Moodle  (on your own after Centra  Lesson 5  Session)  Centra Session  Mandatory  (online)  Attendance  Complete Moodle  Moodle   (on your own after Centra  Lesson 6  Session)  Assignment will be done on your own  Instructions will be handed out in the first Face‐to‐ Face class 

4

2/3/2011 4‐5:30 PM  On your own  (30 minutes) 

5

2/8/2011 4‐5:30 PM  On your own  (30 minutes) 

6

2/10/2011 4‐5:30 PM  On your own  (30 minutes) 

On your own  Synthesis  (3 hours)  Online  Assignment  

7

2/23/2011 4‐8:15 PM 

Face‐to‐Face Location:  Professional Development  Department 

PDE-3045, Spark Their Neurons! Page 3

 

Assignments All assignments will  be performed in class 

Due Dates        N/A 

All assignments will  be performed in class 

  N/A 

Mandatory Attendance  

2/1/2011  

Present Synthesis  Assignment 

2/1/2011   2/3/2011    2/3/2011 

2/8/2011   2/8/2011    2/10/2011    2/10/2011    Assignment is  due online  before  2/23/2011    2/23/2011  Present In‐ Class 

January-February 2011


MINIMUM COMPUTER SKILLS 

The two (2) credit PDE course offering will be performed both in face-to-face sessions and online sessions using Moodle® and Centra®. Participants should possess basic computer knowledge in the following areas:  Ability to use the mouse and keyboard  Advanced working knowledge of Internet browsers and search engines  Advanced navigation through the Internet  Ability to adjust the volume on the computer  Ability to download software  Ability to send email with attachments  Ability to communicate (via email) through threaded discussions

MINIMUM COMPUTER REQUIREMENTS  High-speed Internet access is preferred. Dial-up and wireless access will limit streaming/download times for videos within the course. Acceptable Internet Browsers  Microsoft Internet Explorer (version 6.x or higher)  Firefox 3.x or higher

Computer Software  Adobe Acrobat Reader (version 7.x or higher)  Adobe FlashPlayer (version 10.x or higher)  InterAct

Computer Hardware  Headset with microphone for Centra sessions  Computer speakers  Internet connection  Windows XP (with Service Pack 3 installed), or  Windows Vista, or  Windows 7, or  MAC (OS X or higher)

REMINDERS PARTICIPANTS CAN NOT RECEIVE PDE CREDIT DURING THEIR CONTRACTED WORK DAY. YOU WILL BE IN VIOLATION OF PDE REQUIREMENTS AND WILL NOT RECEIVE YOUR CREDIT.

• • • • •

Absences are not allowed. Contact the PDE Office in emergency cases. Centra sessions are to be considered the same as face-to-face classes. PDE classes cannot be audited. All participants must register & pay before the class begins. PDE classes may be observed by the department at any time. Each participant will be notified via InterAct at the end of the class to complete a PDE evaluation.

PDE-3045, Spark Their Neurons! Page 4

 

January-February 2011

Syllabus-Jan 2011  

PDE 3045 Syllabus January-February 2011

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