Teaching within the CCSS framework requires Educational Service District 171 teachers to create equity of outcomes as well as equity of access to learning. For teachers to move deeper into teaching within the CCSS it is important that they develop a solid understanding of the principles of the CCSS.
This course has been designed with the goal of providing a framework which operationally defines engagement and promotes the value of maximizing engagement for all learners, providing research-based principles in which teachers can anchor their practices and, providing the characteristics of engagement-minded practices which both teachers and students will find motivating to implement.
ESD 171 teachers will be able to:
- Summarize the current need for personalization within a standards-based system
- Define the difference between the achievement gap and the engagement gap
- Articulate why what teachers do (teaching) and what students do (learning) are not equivalent
- Understand the need for developing a gauge for engagement
- Recognize why maximizing engagement for all learners requires extensive interactions with learners
- Apply a number of potential pitfalls related to engagement (gaps, traps, wraps, and naps)
- Demonstrate understanding of the need to formulate an engagement hypothesis
- Review current research on the role of emotions in learning
- Develop awareness of elements of a brain-friendly learning environment
- Distinguish between good stress and bad stress levels that impact learning
- Comprehend the role of fear for learners and strategies to help mitigate fear
- Understand the elements of and a rationale for a student engagement self-reflection tool
- Articulate the enduring questions for both teachers and learners and the pivotal nature of students enduring questions
- Identify the features of a cycle of inquiry and the importance of using one to increase student engagement
- Conceptualize success in teaching as interdependent with success of learners
- Recognize the importance of connecting with students to develop strong teacher-student relationships
- List characteristics of learning environments that alter the odds against or in favor of learning
- Demonstrate understanding that a teacher's role is multi-faceted as an advocate, buffer and catalyst within the learning environment
- Delineate the characteristics of a fixed ability mindset and an expandable ability mindset
- Recognize how a growth-minded approach is integral to maximizing engagement for all learners regardless of academic achievement levels
- Implement a teacher reflection strategy to determine whether student orientation is toward a fixed or expandable view of ability
- Prepare a lesson or unit of instruction on the growth mindset for an entire class
- Link the key teacher behavior of providing prescriptive feedback with the need for learners to receive informative communication during their learning process
- Learn steps to providing effective prescriptive feedback
- Recognize the research base that suggests particular kinds of praise can actually decrease engagement
- Understand the benefits of providing prescriptive feedback
- Understand the significance of encouraging student ownership of data about their own performance
- Learn several methods for providing students opportunities to reflect on their own performance data over time
- Describe the statements that may be typical of myths associated with engagement
- Reflect on any overlap between current practice and engagement myths
- Understand the role of behavior as a language for learners trying to satisfy unmet needs through their behavior
- Recognize the covert and overt aspects of behavior and the challenges each can present for teachers maximizing engagement
- Reflect on course content and applications to current teaching context
- Create an engagement map to guide future learning interests
- Select from two options:
- Course + Credits (credit fees are included in the cost, and you will receive an official University transcript), or select
- Course Only (you will receive a Certificate of Completion to use to obtain your Clock Hours).
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Upon Course Completion:
Graduate-Level Professional Development Credits
- Upon successful completion of your course, you will receive a Certificate of Completion for your records.
- CE Credits Online will forward all the required documentation to the University you selected.
- The University partner will process your course completion and provide a transcript that includes the name of the course, course number, number of credits, and your grade.
- You will receive directions on how to receive your transcript in email form, and you can also review the University Partners section of our website for more information.
- You must check with your district to ensure the credits received will meet your specific requirements. We will not be held responsible if your school, district or state does not accept the credits issued.
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select "My Clock Hours" from the menu and the click the blue "Download Transcripts" button.
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