Humboldt State University
- Pricing & Details
(You Save: $30.00)
- Number of:
3.0000 university semester credits, 4.0000 university quarter credits
(university fees are additional)
This course covers the theoretical underpinnings of choice theory as well as suggested strategies for teaching choice theory to students, integrating choice theory in the learning environment, and illustrating choice theory in lesson plans across subject areas. This course focuses on conveying strategies to help teachers develop choice theory connections with and among the students in their classrooms. It is intended to present the basic concepts of choice theory and how it is applied in the classroom at any grade level.
Participants will have the opportunity to learn choice theory by reflecting on its relevance in their own lives and applying it in their classrooms. This course builds a framework for understanding students’ motivations from a new perspective and an opportunity to practice choice theory by creating learning experiences for students that help them to keep school, teachers, and school work in their quality worlds for a lifetime of learning.
This course will require participants to engage in self-reflection, critical thinking and personal practice of the ideas being taught. Just reading about choice theory is not enough to internalize its ideas and begin operating from them intrinsically. Personal experiences with choices theory involving critical thinking and personal practice will help participants understand the relevance and benefits of applying choice theory in their lives, in their relationships with students, and in their professional practice.
Choice theory in education provides an intrinsic model of teaching and learning that is focused on increasing students’ self-understanding and their ability to evaluate their choices and schoolwork for quality and effectiveness. Austrian neurologist and renowned Holocaust survivor, Viktor Frankl affirmed, “Between stimulus and response there is a space. In that space is our power to choose our response. In our responses lie our growth and our freedom.” This course will invite participants to find and explore that space of choice and freedom. As such, this course may challenge the way participants were taught to learn and teach, but all of the ideas presented in this course can be implemented in any classroom at any school if the people in those systems choose to do so.
Course Objectives: Participants will
- Learn that choice theory is an intrinsic model of psychology and learning that is based on the premise that we can make effective choices that lead to happiness
- Understand the detriment of external control practices in relationships and schools
- Learn the 5 basic needs of choice theory and appreciate that students’ behaviors reflect their attempts to satisfy one or more of these basic needs
- Appreciate that everyone has a quality world that contains pictures of what is most important to them and that degrees of happiness correspond with the ability to have quality world experiences
- Understand that all behavior is total behavior comprised of actions, thoughts, feelings, and physiology
- Learn that all total behavior is chosen and that self-understanding increases the likelihood of making more effective choices that contribute to happiness
- Discover that each individual has a unique creative system that is a reservoir of possibility and ingenuity
- Understand that the threat of failure has detrimental outcomes for students and that there are considerable benefits to creating a success-based learning environment
- Create classroom meetings plans that explore choice theory topics using the define, personalize, and challenge method of teaching
- Understand the meaning of quality in schools and how quality is reflected by leader teachers who expect competent schoolwork and encourage quality
- Learn how to use classroom meetings, choice theory language, connecting relationship habits, and solution-focused strategies to teach choice theory to students
- Know the value of providing students with meaningful, relevant educational experiences and how to embed choice theory in lesson plans
Course Description, Enrollment and Pricing
Humboldt State University
CE Credits Online and Humboldt State University Extended Education are pleased to offer you online professional development courses designed to improve teaching and student achievement.
- Asynchronous – start at any time
- Self-paced – work at your own convenience
- Completely online – no commuting, parking, missed classes and no dress code!
- User friendly and engaging with numerous videos that model new strategies and skills
- Facilitated by highly trained moderators.
Humboldt State University (HSU):
HSU offers post baccalaureate, 700 level credits based on a semester system
. The credit fee due from the student is $46 per credit.
Initiating Your University Credit Request
CE Credits Online is the course provider and Humboldt State University is the accrediting institution. The HSU Office of Extended Education issues the university credit, and there is a fee of $50 per credit. Upon completion of your course, you have two weeks to apply and pay for university credit. University credit fees are not included in the price listed.
Once we have verified that all your coursework is completed and approved, and we have received the credit fees, your paperwork, along with the fees, will be sent to Humboldt State University for processing at the end of each month. The processing of your credits can take up to 6-8 weeks from the time of your request.
For more information regarding this process you may visit University Affiliations.
Information for California
California State Information
WHAT IS NEEDED TO RENEW A PROFESSIONAL CLEAR CREDENTIAL
To renew a Multiple Subject, Single Subject, Services, and Specialist Professional Clear Credential, you must complete the following three requirements at five-year intervals:
Complete an individual program of professional growth activities that consists of a minimum of 150 clock-hours of participation in activities that contribute to competence, performance, or effectiveness in the profession of education. This requirement is referred to as the professional growth requirement.
Serve successfully in a certificated position or in another professional capacity in a public or private preschool, elementary school, middle school, or secondary school for the equivalent of at least one-half of a school year. This requirement is referred to as the professional service requirement.
Submission of Materials
Submit to the Commission a completed Renewal & Reissuance Application form (41-REN) with the self-verification section completed and the current processing fee. You do not need to submit the Professional Growth Plan and Record or the Verification of Successful Service forms with your application for renewal; however, the Commission reserves the right to request submission of these forms for auditing purposes any time within one year following submission of the application.
The key to the professional clear renewal is working with a professional growth advisor. The advisor serves as your mentor, helping you to set goals that will be valuable to your growth. The advisor also discusses professional growth activities that will contribute to your competence, performance, or effectiveness as an educator. The advisor verifies you have completed your professional growth activities.
Referenced from California
Why choose CE Credits Online
How CE Credits Online courses satisfy the individual program of professional growth activities
You may complete one or more college or university courses.
Acceptable courses include lower division, upper division, or graduate level courses offered on campus, off campus, or through extension by any regionally-accredited two-year or four-year college or university, in California or outside of this state. Courses may be taken for college credit. Courses must be completed, and the credential holder must earn a grade of C or better in courses that are taken for credit (or a pass in courses taken on a “pass or fail” basis). Clock-hours recorded on the Plan and Record form are restricted to time spent in class, time spent in laboratory or discussion sections that are associated with the class, and time spent on out-of-class assignments that you and your professional growth advisor agree would qualify as activities in categories 2 through 7. For example, you could record time spent on an individual study that was part of a college course, provided you examine a specified topic, produce a written report or other tangible product, and evaluate the individual project and its product. If time spent seated in the classroom is longer than the times listed in the conversion table, an explanation will be needed. Required lab work is an example of when extra time might be recorded. Time spent completing routine out-of-class assignments, such as reading assignments or preparing for tests, may not be recorded.
Once you complete your selected CE Credits Online course you may request university credits from Humboldt State University.
Semester Unit.................................... 15 Clock-Hours
You may request university, post baccalaureate, academic credit(s) from CE Credits Online partner university, Humboldt State University. CE Credits Online suggests California teachers contact their professional growth advisor to obtain verification that the proposed activity meets criteria and needs of the teacher's individual Professional Development Plan (PDP), his/her school's professional development plan, and the local school system's professional development plan.
Link to Humboldt State University