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Courses

Brain-Based Teaching for the Adolescent Learner

The focus of this course is on addressing adolescent learning, curriculum design, and research-based instruction in the context of brain development. Participants will be expected to identify conditions that support adolescent learning, developmental tendencies, personal development, and social and intellectual development, as well as essential components of inquiry lessons and plan lessons that reflect the Adolescent-Centered Teaching (ACT) model. 

Carlow University ED 677 • Madonna University EDU 5830.25 • Notre Dame College ED 628 B • The College of Saint Rose EDT 686


Graduate participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants will receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes and 60 hours of professional development credit for online classes.

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Course Schedule

  • 9/11/18 - 12/11/18
  • 1/8/19 - 4/9/19
  • 3/12/19 - 6/11/19
  • 5/14/19 - 8/14/19
  • 7/9/19 - 10/8/19
  • 9/10/19 - 12/10/19
  • 11/12/19 - 2.11.20

Introduction

  • An Introduction to the course

Module 1: Developmental Tendencies of the Adolescent Learner

  • Review requirements
  • Create a Professional Learning Community
  • Introduction to Adolescent Learning Strategies
  • Assignment

Module 2: Examine Adolescent Learning Conditions and Create Class Profile

  • Self-Assessment Learning Style
  • Students learning styles inventory
  • Students Learning Community
  • Instructional Strategies
  • Assignment

Module 3: Analyze the Need for Adolescent-Centered Teaching

  • Social Interactions
  • Group Dynamics
  • Instructional  implications
  • Assignments

Module 4: Examine the Strategic Role of the Teacher in Structuring Thinking and Inquiry

  • From teacher to facilitator
  • Questioning  Techniques
  • Inquiry based instruction
  • Checking for understanding
  • Assignments

Module 5: Motivational Factors that Engage Adolescents in the Learning Community

  • Building on student strengths
  • Giving students ownership of learning
  • Motivation that Works
  • Assignments

Module 6: Challenge the Adolescent Brain through Inquiry

  • Rigorous and Relevant
  • Problem-solving, and critical thinking skills
  • Real World Connections
  • Ownership
  • Assignments

Module 7: Creating a Learning Community

  • Individual responsibility
  • Groups vs. Teams
  • Responsibility to the team
  • Team Expectations & Commitment
  • Assignments

Module 8: Assessing a Learning Community

  • Begin with the End - Standards & Objectives
  • Aligning Rubric & Instruction
  • Examining good work & Effective feedback
  • Evaluating Individual & Group
  • Assignments

Module 9: Use Technology Appropriately as a Tool to Enhance Student Thinking and Learning

  • Affirming Diversity
  • Learning accommodations for individuals and teams
  • Instructional Technology
  • Meeting students where they are: Web Quest, Social Networks, Blogs, Podcast, etc
  • Assignments

Module 10: Design Integrated Lessons to Deepen Content and Promote Transfer of Knowledge

  • Final Project
Objectives
  • Describe the nature of science.
  • Identify the questions and concepts that guide scientific investigations.
  • Utilize resources found on the Internet.
  • Collaborate with other educators from across the country participating in the online course through an online community.
  • Facilitate methods to improve the adolescent’s learning by teaching with specific activities aligned with their neurological development.
  • Determine how to appropriately interact and respond to adolescent behaviors and coping mechanisms.
  • Critique articles from print and internet resources.
  • Acquire a basic knowledge of the existing body of research dealing with adolescent learning. Ascertain developmental tendencies of the adolescent learner.
  • Examine the learning conditions of students and create a student profile.
  • Analyze the need for adolescent-centered teaching.
  • Examine the strategic role of the teacher in structuring thinking and inquiry.
  • Discuss motivational factors that engage adolescents in the learning community.
  • Create lessons that challenge the adolescent brain through inquiry.
  • Evaluate characteristics of a learning community and create a community of learners.
  • Create a learning environment that is conducive to adolescent thinking and learning while meeting personal, intellectual and social needs of learners.
  • Utilize technology appropriately as a tool to enhance student thinking and learning.
  • Design integrated lessons to deepen content and promote transfer of knowledge.
Partner Universities

Our Partners are well-established regionally and nationally accredited colleges and universities, recognized for academic excellence and their commitment to teachers.

Important Information

Online 3-graduate credit courses are 13 weeks in length.

Face-to-face courses are held Friday evening from 6:00pm-9:00pm and Saturday/Sunday, 8:30am-5:30pm.

Weekday courses are Monday-Friday from 8:00am- 6:00pm.

It is the responsibility of the student to check with their state, county, district, or school to ensure that all requirements are being met by the course you're taking.  

Check the Partner Universities tab for specific university information as well as course numbers which are specific to the university partner. 

Students are to purchase their own textbook, the information for which can be found here.  Most courses require a book but some do not, so check the list for your specific course. If no book is required it will be specified. 

Professional development (PD) participants receive a certificate of completion from TEI for 45 hours of PD credit for face to face classes and 60 hours of PD credit for online classes. These certificates are mailed within one week of the end of the class.