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Price

Bullying and Beyond: Tools for Understanding and Engaging 21st Century Students as Dual Citizens

Humboldt County Office of Education

  • Tuition: $375.00
  • Tuition: $345.00
  • (You Save: $30.00)
What you need to know

CE Credits Online and Humboldt County Office of Education are pleased to offer you discounted pricing for online professional development courses designed to improve teaching and student achievement.

Join other Humboldt County Office of Education educators in taking online coursework for discounted tuition!

Humboldt State University (HSU): HSU offers post baccalaureate, 700 level credits for all CE Credits Online courses.

If you have questions, please contact:

Colby Smart at Humboldt County Office of Education

CE Credits Online

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 visit our University Affiliations page.
*(University Credits are available for an additional fee.)

  • Standards-based
  • University credits available (Humboldt State University*)
  • Preferred tuition available for Humboldt County Office of Education
  • 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, experienced in education
Course Description

Course Description:

The topic of digital citizenship has presented a number of challenges across all sectors of society, but in particular it has created challenges for educators who are expected to equip learners across all grades to be responsible, caring, and contributing members – or citizens – of a world that now consists of the digital and non-digital worlds. To be prepared with recommended college and career readiness skills, students need to understand the short and long-term impacts their digital choices can have on their “real world.”

In a very real sense our students have dual-citizenship in both virtual and real-time worlds and must learn skills that simply weren’t required of learners until very recently. Educators, faced with a multi-dimensional challenge of creating a safe learning environment, preventing and intervening when bullying occurs in any form, and creating a culture for learning, are looking for ways to integrate best-practices into their classroom routines and keep the focus on learning.

In response to that need, this course provides a range of best-practice strategies for developing an integrated, inquiry-based approach to develop a classroom culture for learning and citizenship skills. The importance of supporting all students to develop emotional self-regulation and executive function skills in conjunction with citizenship skills are linked together. Overlapping efforts to create safe and supportive learning environments such as Safe and Supportive Schools, Stopbullying.gov, and New York State’s Dignity for All Students Act (DASA) are also incorporated. In addition, approaches and practices that experts do not recommend to stop bullying are identified.

Course participants will learn strategies to engage any student effectively so that 21st century learners develop critical thinking skills on such topics as: name calling online, posts that can be open to interpretation, the consequences of posting pictures, what digital aggression is and how to respond, and the importance of knowing about each learner’s digital footprint for both the short and long-term.

As districts experience both the downside (e.g. cyber-bullying) and upside of technology in school settings, it is imperative that educators find ways to implement multiple standards at the same time (e.g., curricular content, technology, and professional practice standards). Resources offered do not leave educators feeling like they’ve added “one more thing” to their instructional plate. Rather, educators are provided practical resources that increase options to connect with students in meaningful ways and strengthen the Teacher-Student relationship.

Throughout the course educators will also have opportunities to reflect on their own knowledge and skill in supporting students to acquire skills and demonstrate evidence of growth. Video segments embedded throughout the course scaffold educator reflection process, provide modeled lessons to scaffold instructional planning, and lessons that can be used with classrooms as part of anticipatory sets if the course participant chooses to do so. Additional tools for lesson planning, scaffolding student thinking, facilitating group discussions, role playing and student self-evaluation are also provided.

Course Objectives: Participants will

  • Provide educators with a way to make meaningful transitions as educators in a profession inundated by change.
  • Summarize the current need for an integrated approach to teaching digital citizenship that aligns with the needs of 21st century learners
  • Understand the definition of key terminology such as bullying, discriminatory harassment, and cyber-bullying.
  • Review current research on the role of emotions in learning and how teaching self-regulation skills can have a positive impact on classroom learning culture as well as on digital citizenship skills of individual students.
  • Understand the rationale for educators engaging in bullying intervention and prevention efforts at the classroom level.
  • Recognize the importance of strengthening the Teacher-Student relationship and the value this can have in building a positive classroom learning culture as well as empowering students to take action when experiencing aggression under any circumstances.
  • Demonstrate skills in designing instruction that lead to a safe and supportive learning environment through an inquiry-based approach to citizenship skill instruction.
  • Demonstrate evidence of understanding the role of educators when supporting students contending with the online behavior of others.
  • Support implementation of instruction with reference to legal foundations pertaining to creating safe schools and protecting children from online victimization from bullying.
  • Foster an increase in real-time positive learning environment by methods of prevention and instruction on empathy and compassionate actions.
  • Develop routines for incorporating the 4 C’s essential for teaching digital citizenship (creativity, communication, collaboration and critical thinking) that could be integrated into all other content areas for 21st century learners.
  • Articulate to students a rationale for not attempting to control other people&s actions and foster positive strategies that each student could realistically take in online and real-world social situations.
  • Provide structured group discussions to support student understanding and demonstration of compassion toward peers.
  • Develop critical thinking skills through social cause and effect scenarios so that students consider how their actions affect others and may also impact themselves
  • Strategies to support students to make the connection between “virtual” (i.e., online) and “real” (i.e., off-line) identities which forms their dual citizenship.
  • Strategies for supporting student ownership over learning and self-regulation while simultaneously addressing cyber-bullying engaged in by others.
Syllabus
Course:
Bullying and Beyond: Tools for Understanding and Engaging 21st Century Learners on Digital Citizenship
Prerequisites:
None
Number of Credits:
45 hours / 3 credits

Course Description:

The topic of digital citizenship has presented a number of challenges across all sectors of society, but in particular it has created challenges for educators who are expected to equip learners across all grades to be responsible, caring, and contributing members – or citizens – of a world that now consists of the digital and non-digital worlds. To be prepared with recommended college and career readiness skills, students need to understand the short and long-term impacts their digital choices can have on their “real world.”

In a very real sense our students have dual-citizenship in both virtual and real-time worlds and must learn skills that simply weren’t required of learners until very recently. Educators, faced with a multi-dimensional challenge of creating a safe learning environment, preventing and intervening when bullying occurs in any form, and creating a culture for learning, are looking for ways to integrate best-practices into their classroom routines and keep the focus on learning.

In response to that need, this course provides a range of best-practice strategies for developing an integrated, inquiry-based approach to develop a classroom culture for learning and citizenship skills. The importance of supporting all students to develop emotional self-regulation and executive function skills in conjunction with citizenship skills are linked together. Overlapping efforts to create safe and supportive learning environments such as Safe and Supportive Schools, Stopbullying.gov, and New York State’s Dignity for All Students Act (DASA) are also incorporated. In addition, approaches and practices that experts do not recommend to stop bullying are identified.

Course participants will learn strategies to engage any student effectively so that 21st century learners develop critical thinking skills on such topics as: name calling online, posts that can be open to interpretation, the consequences of posting pictures, what digital aggression is and how to respond, and the importance of knowing about each learner’s digital footprint for both the short and long-term.

As districts experience both the downside (e.g. cyber-bullying) and upside of technology in school settings, it is imperative that educators find ways to implement multiple standards at the same time (e.g., curricular content, technology, and professional practice standards). Resources offered do not leave educators feeling like they’ve added “one more thing” to their instructional plate. Rather, educators are provided practical resources that increase options to connect with students in meaningful ways and strengthen the Teacher-Student relationship.

Throughout the course educators will also have opportunities to reflect on their own knowledge and skill in supporting students to acquire skills and demonstrate evidence of growth. Video segments embedded throughout the course scaffold educator reflection process, provide modeled lessons to scaffold instructional planning, and lessons that can be used with classrooms as part of anticipatory sets if the course participant chooses to do so. Additional tools for lesson planning, scaffolding student thinking, facilitating group discussions, role playing and student self-evaluation are also provided.

Course Objectives: Participants will

  • Provide educators with a way to make meaningful transitions as educators in a profession inundated by change.
  • Summarize the current need for an integrated approach to teaching digital citizenship that aligns with the needs of 21st century learners
  • Understand the definition of key terminology such as bullying, discriminatory harassment, and cyber-bullying.
  • Review current research on the role of emotions in learning and how teaching self-regulation skills can have a positive impact on classroom learning culture as well as on digital citizenship skills of individual students.
  • Understand the rationale for educators engaging in bullying intervention and prevention efforts at the classroom level.
  • Recognize the importance of strengthening the Teacher-Student relationship and the value this can have in building a positive classroom learning culture as well as empowering students to take action when experiencing aggression under any circumstances.
  • Demonstrate skills in designing instruction that lead to a safe and supportive learning environment through an inquiry-based approach to citizenship skill instruction.
  • Demonstrate evidence of understanding the role of educators when supporting students contending with the online behavior of others.
  • Support implementation of instruction with reference to legal foundations pertaining to creating safe schools and protecting children from online victimization from bullying.
  • Foster an increase in real-time positive learning environment by methods of prevention and instruction on empathy and compassionate actions.
  • Develop routines for incorporating the 4 C’s essential for teaching digital citizenship (creativity, communication, collaboration and critical thinking) that could be integrated into all other content areas for 21st century learners.
  • Articulate to students a rationale for not attempting to control other people&s actions and foster positive strategies that each student could realistically take in online and real-world social situations.
  • Provide structured group discussions to support student understanding and demonstration of compassion toward peers.
  • Develop critical thinking skills through social cause and effect scenarios so that students consider how their actions affect others and may also impact themselves
  • Strategies to support students to make the connection between “virtual” (i.e., online) and “real” (i.e., off-line) identities which forms their dual citizenship.
  • Strategies for supporting student ownership over learning and self-regulation while simultaneously addressing cyber-bullying engaged in by others.

Student Expectations:

This online course is experiential and interactive. Participants will engage in a variety of activities to learn, practice, and apply the skills outlined in the course. This will include workbook exercises, short answers that are reviewed by a moderator, quizzes, the development of written lessons using differentiated strategies, classroom implementation of these strategies, and analysis of both the lesson and the students’ response to the lesson. A final exam is also a part of the course. Participation in all of these areas is necessary for students to successfully complete the course with a passing grade.

Credit:

Upon completion of the course, students can decide if they would like to receive credit and from which university they would like to receive credit. Please see University Affiliations under the Information Center for the cost per credit.

Class Outline:

  • Chapter 1 Introduction
    • 1.a Getting Started
    • 1.b Course Overview
    • 1.c About Course Design and Materials Selected to Support Professional Learning:
  • Chapter 2 Understanding Bullying
    • 2.a Coming to Terms with Terms: Bullying, Cyber-bullying, Discriminatory Harassment
    • 2.b Good Citizens
    • 2.c Components of the “Digital Divide”
    • 2.d The Teacher-Student Connection
    • 2.e Coming to Terms with the Terms (Definitions)
    • 2.f Bullying
    • 2.g Assessing School Climate to Design a Response
    • 2.h Climate vs. Culture
    • 2.i Assessing Your Climate
    • 2.j Understanding the Roles that Kids Play
    • 2.k Is Everything Mean and Hurtful an Example of Bullying?
    • 2.l Cyber-Bullying Defined
    • 2.m Who is At Risk of Bullying?
    • 2.n What are the Warning Signs of Someone Who is Bullied?
    • 2.o Major Efforts To Inform Educators
  • Chapter 3: Understanding the Needs of 21st Century Students
    • 3.a Bullying, Bystanders and Brains
    • 3.b Misdirections in Addressing Bullying Behavior
    • 3.c Promising Directions in Bullying Prevention
    • 3.d Bullying Creates “The Perfect Storm” in our Brains and Shuts Down “Brainstorming”
    • 3.e From Bystanders to Up-standers
    • 3.f Why Brain Plasticity and Executive Function Matters
    • 3.g How Emotions Fuel or Frustrate Learning
    • 3.h Rules for Engagement, not Just Rules
    • 3.i Research on Engagement
    • 3.j Self-Regulation vs. Dys-regulation
    • 3.k How Adverse Childhood Experiences (or ACE&s) Add Complexity
    • 3.l Designing an Approach that Fits Your Context
  • Chapter 4 Designing a Learning Culture that Increases the Probability of Dual Citizenship
    • 4.a Objectives
    • 4.b Teach Students Explicitly about Climate, Culture and their Role as Dual Citizens
    • 4.c Understanding the Nature of Dual Citizenship (Digital and Real-time)
    • 4.d Empathy Starts with Experience But Compassion Takes
    • 4.e Trust is not an Individual
    • 4.f Why Acceptance is Not Passive but Active
    • 4.g Why “R-E-S-P-E-C-T” is Spelled “E-Q-U-I-T-Y”
    • 4.h Owning Our Choices
    • 4.i Nothing Connects Like Citizenship
  • Chapter 5: Using Eight Essential Questions to Engage Student Inquiry Process
    • 5.a Why 21st Century Learners Respond to the Eight Essential Questions
    • 5.b How the Eight Essential Questions Can Prevent Bullying
    • 5.c How the Eight Essential Questions Can End Bullying
    • 5.d Using the Eight Essential Questions to Foster Student Responsibility
    • 5.e Resources for Teaching the Eight Essential Questions
  • Chapter 6 Understanding the Principle of Mean vs. Nice
    • 6.a Objectives
    • 6.b Why 21st Century Students Respond to Mean vs. Nice
    • 6.c How the Principle of Mean vs. Nice Prevents Bullying
    • 6.d How the Principle of Mean vs. Nice Stops Bullying
    • 6.e Resources for Explicit Instruction on the Principle of Mean vs. Nice
    • 6.f Using the Eight Essential Questions to Address Mean vs. Nice
  • Chapter 7: Name Calling Online
    • 7.a Objectives
    • 7.b Why Name Calling Gets Our Attention
    • 7.c Strategies to Prevent Cyber-Bulling
    • 7.d Strategies to Stop Cyber-Bullying
    • 7.e Resources for Explicit Instruction on Name Calling Online
    • 7.f Using the Eight Essential Questions to Address Name Calling Online
  • Chapter 8: Posts That Can Be Interpreted as Racial
    • 8.a Objectives
    • 8.b Why 21st Century Learners Must Understand This Topic
    • 8.c Strategies to Prevent Cyber-Bulling
    • 8.d Strategies to Stop Cyber-Bullying
    • 8.e Resources for Explicit Instruction on Posts that Could be Interpreted as Racial
    • 8.f Using the Eight Essential Questions to Address Posts that Could be Interpreted as Racial
  • Chapter 9: It was Just a Joke
    • 9.a Objectives
    • 9.b Why 21st Century Learners Must Understand This Response
    • 9.c Strategies to Increase Social Responsibility
    • 9.d Resources for Explicit Instruction on Increasing Social Responsibility
    • 9.e Using the Eight Essential Questions to Increase Social Responsibility
    • 9.f Using the Eight Essential Questions to Increase Social Responsibility
  • Chapter 10: Pictures, Profiles and Digital Footprint
    • 10.a Objectives
    • 10.b Why 21st Century Students Must Understand This Issue
    • 10.c Strategies to Increase Social Responsibility
    • 10.d Resources for Explicit Instruction on Limiting Exposure
    • 10.e How Big is Your Digital Footprint?
    • 10.f Using the Eight Essential Questions to Increase 21st Century
  • Chapter 11: Creating a Culture of Care through Dual Citizenship
    • 11.a Objectives
    • 11.b Becoming an Ambassador of Innovation
    • 11.c Course Principles, Practices and Pitfalls Reviewed
    • 11.d Moving Forward at the Speed of Relationships
    • 11.e Bibliography
  • Evaluation
  • Final Exam

Contact Information:

support@cecreditsonline.org

425.788.7275

Your State Information

*University Credits: All CE Credits Online courses are eligible for University Credit. Please visit our University Affiliation page for more information. (University credit fees are additional)

We are affiliated with the Humboldt State University (HSU), part of the California State University System, located in Arcata, CA.

Approved for graduate level semester credits

  • 45 hours = 3 semester credits
  • 30 hours = 2 semester credits
  • 15 hours = 1 semester credit

Receiving HSU Semester Credit: On or about the 1st and the 16th of every month CECO submits completion paperwork to HSU along with the participant’s fee of $50 per credit. Processing the credits through HSU can take up to 6-8 weeks from the time of the initial credit request. Please visit our University Affiliation page for more information. (University credit fees are additional)

Promotions

Save 15% on any course through 6/29/2017


  • 15% Off until 6/29/2017
  • Use promo code:
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  • at checkout

*Not available in all districts.

Why Choose CE Credits Online

CE Credits Online has been providing continuing education credits to K-12 educators since 2002. Our courses are offered nationwide, serving the professional learning needs of thousands of K-12 educators. Our courses are:

  • Standards-based
  • High-quality online professional learning courses designed to improve teaching and student achievement.
  • 100% online - no commuting, no missed classes, and no dress code.
  • Self-paced courses, offering participants the flexibility to work anytime, anywhere, 24/7.
  • Facilitated by highly trained moderators, experienced in education 
  • User-friendly and engaging with numerous videos that model new strategies & skills 
  • All CE Credit Online courses are eligible for University Credits (for an additional fee) through our university affiliates. Please visit our University Affiliation page for more information.

Our courses cover a variety of instructional areas and meet the needs of many educator groups, including;

  • Reading / Language Arts
  • Instructional Strategies
  • English Language Learners (ELL)
  • Transforming Instruction with Technology
  • Classroom and Behavior Management
  • Creating Effective Learning Environments
  • Beginning Teachers
  • Special Education
  • Counseling
  • Support Staff
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  • I have enjoyed learning some new strategies for teaching problem solving and look forward to incorporating them into my instruction the remainder of this year, as well as with a fresh group of students from the beginning of the year next year. One element that resounded strongly with me was Polyps four steps for problem solving. I found it enlightening to learn how to improve upon an instructional strategy that I thought I was already using. The clarity and simplicity of the process helps me to help my students to dig deeper into the problems, incorporate previous learning, and have a plan for moving forward with their solution. Another learning experience I appreciated dealt with extending word problems. I never thought it could be so easy to give students multiple opportunities to solve similar problems, not to mention the opportunities to differentiate. What a great way to get the most bang for your buck when teaching kids to recognize the structure of word problems. There are many other elements of this course that I have embraced to help kids to dig deeper, and understand more.I will continue to use the four steps for problem solving and extensions daily, and I will continue to work to help them become better "math writers".

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    What a participant from California said about Differentiating Instruction in Your Classroom
  • I found this class enlightening and encouraging. Due to working with students with severe needs I found that I already implement some of the tactics in my teaching such as scaffolding and utilizing different learning styles such as tactile and audio. I found it interesting that I tend to have the students produce the same end product when I know that the students differ in their learning styles. Reflecting on this I realized that I use what is comfortable to complete and what I feel is easiest to grade. I don't have it all figured out and there is much more that I can implement in my class. I was a little worried that differentiating instruction was going to mean that I had to individualize to each student but through working the chapters I realized that it is giving students opportunities to demonstrate their knowledge and receive knowledge through different modalities. I am aware through this class that I need to break my lesson into three pieces the content, process and product. Even though they are different I learned that all three parts blend and compliment each other.The tools I learned are the basics and foundations of good teaching. Implementing them in my classroom will not allow students to be successful but will enhance my teaching and breath new life into my lessons.

    What a participant from California said about Differentiating Instruction in Your Classroom
  • I am surprised at the amount of material I’ve learned. Now I know the names and techniques of things I actually do within my classroom. One key component I have learned is that differentiation doesn't mean a different learning plan for each student, but using various modus operandi will address the needs of all learners in my classroom. If only just using different content, process and products doesn't reach all students then I can tier and scaffold lessons so that high, middle, and low struggling learners can reach the criteria and benchmarks that they need to meet. Students who are advanced or need extra encounters can work on anchor activities. I already have many ideas that I want to use this school year in my class, especially an "anchor wall" or an “on-going work folder” where students can come in contact with material or ideas to keep going and further their knowledge, understanding and awareness of a subject or academic focus. I do many of the things suggested in this course already, but I can do them more deliberately and with more diligence with the end in mind.

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