Professional Development, Graduate Three (3) Credit Courses
Brandman University courses are onsite or online, blended with face-to-face instruction, research, and application to your teaching. Contact Franny McAleer for information or the syllabi at firstname.lastname@example.org.
WHY Brandman courses? The big plus to Brandman University’s Connecting Instruction and the Learner was that I could work on my own schedule and in my own time frame. It gave me a plethora of ideas to use in the classroom. Franny was just a phone call or text away when I needed help or advice. I believe that I was able to get better results from the students by using some of the ideas that Franny provided. Dr. Marzano’s research based strategies were the focus on this project, and some that Franny sent helped my own creativity. I was able to create a few of my own because of the ideas Franny sent!
Marc Longenhagen, Teacher at Southern Columbia Area School District
1. EDDU 9507: Developing Creativity and Innovation in Your Classroom
There is an exciting shift happening in education as we are returning to creative, hands-on approaches to learning. In this course, participants will learn and understand in a hands-on, collaborative learning environment how to successfully implement ways to infuse creativity and innovation in the classroom. Participants will explore STEAM (science, technology, engineering, arts, and math) education and the Maker Movement as pathways to provide meaningful learning opportunities in schools.
2. EDDU 9367 – Catch Them Thinking, Creative and Critical Thinking in All Content Areas
Creative and Critical Thinking in All Content Areas is application-based and designed to improve academic performance by teaching critical and creative thinking skills. It gives educators an opportunity to learn and apply effective thinking strategies, Danielson’s Domain 3, and apply them in their classrooms to improve student performance. The Common Core, Depth of Knowledge, and William’s, Bloom’s and DeBono’s Taxonomies will be tools taught in this course. Teachers will use and evaluate the effectiveness of these strategies and embed them into their curricula.
3. EDDU 9371 – Differentiating Instruction
Differentiating Instruction is a graduate elective course designed to provide teachers with the understandings and strategies to enable them to meet the needs of academically diverse students in their classrooms. Students differ in their readiness to learn, interests and learning profiles. In this course we will look at differentiating the content, process, product and learning environment based on these differences. We will study the principles and strategies used in differentiated classrooms to promote active learning and students as decision makers and problem solvers. You will develop instructional strategies to use in your classroom that are based on these seven key factors making learning fun and meaningful.
We will look at Danielson’s Domains of Effective Teaching, current research and best practices designed to promote success in the classroom. You will then focus on one instructional strategy that might improve instruction or curriculum in your classroom. An instructional improvement plan will be set up, implemented and assessed.
We will learn effective strategies that improve student achievement. Students will research a specific topic in depth and apply what you learn to improve curriculum or instruction in your classroom. You will also have the opportunity to develop and share/publish a final project to analyze, synthesize, and evaluate what you have learned.
6. EDDU 9368 – Challenging Gifted and Advanced Students
This course is designed to provide special and regular educators with an understanding of the structures that are necessary to challenge gifted students in the area of creative and critical thinking. In addition, supporting the intellectual, social, and emotional needs of these students is critical, involving an understanding of the nature of giftedness and the unique social, emotional and intellectual challenges that teachers and parents face. Best practices will be the focus of this course with the goal of meeting the intellectual, creative, social and emotional needs of gifted and high ability learners. The text for this course is Teaching Gifted and Advanced Students (download now).
7. EDDU 9362 – Hands on Strategies to Teach Inventive Thinking (Book Study)
This course is designed to provide administrators and teachers with the strategies needed to develop inventive thinking processes. The participants will analyze the need for inventive thinking in young people and then learn and, apply hands strategies to teach the invention process. Prepare yourself to enter the SHARK TANK!
This course is designed to teach students to learn and understand in a hands-on and immersive learning environment how to successfully integrate the use of iPads into their classrooms. Exposure to many applications and frameworks will broaden the students’ knowledge base and allow for in-session collaboration and application.
The conceptual age requires 21st century skills that will be the focus of this graduate class. We will look at A Whole New Mind by Daniel Pink and work together on ways to integrate his ideas into our teaching. The six (6) Attributes of the Conceptual Age are Design, Story, Symphony, Empathy, Play, and Meaning.
Autonomy, Mastery, Choice, Mindset, and Purpose: Five concepts students will understand and apply in a hands-on learning environment as key factors to intrinsic motivation and student engagement. Students will analyze “The Surprising Truth About What Motivates Us” (Pink, Drive cover) will adapt their teaching techniques to apply strategies in their classrooms and lives. Many of these come from the corporate world and will broaden the students’ knowledge base, allowing for collaboration and use of intrinsic motivational techniques.
For more information email email@example.com or text 724-413-6001. *About Brandman Credits: Brandman University is the part of Chapman University System committed to Working Professionals. Brandman University graduate-level extension courses are designed to serve the needs of those requiring professional upgrading and to enable teachers and administrators to meet requirements for salary increment steps and for re-certification. Individuals desiring to include this course in a Doctoral or Master’s program offered at another institution should secure the approval of that institution first.
About Brandman: Brandman University Rises Again in National Rankings
News & World Report, and Selected Again as One of The Princeton Review’s Best Colleges, ORANGE, Calif., Sept. 1, 2005 Brandman University Rises Again in National Rankings – Climbs to 11th in the West in U.S. News & World Report, and Selected Again as One of The Princeton Review’s Best Colleges ORANGE, Calif., Sept. 1, 2005 – Chapman University is one of the nation’s best colleges, according to new listings released by both U.S. News & World Report and The Princeton Review. Chapman climbed to 11th – the highest ranking in the school’s history – among 123 master’s-level universities in the 15-state Western region in U.S. News’ 2006 rankings of the best colleges in America. Over the past decade, Chapman has risen from 21st to 11th in the prestigious U.S. News rankings, which are based on various indicators of academic quality, including student selectivity, freshman retention, graduation rate, financial resources, alumni giving and academic reputation. Significantly, in the area of student selectivity, Chapman has risen from 30th a decade ago to 3rd in the 2006 listings. U.S. News also lists Chapman 15th in the West among its 2006 picks for best-value universities offering master’s programs. The Princeton Review’s Best 361 Colleges 2006 again listed Chapman University as one of the very select institutions chosen for the guidebook. Last year, Chapman made its debut on the Princeton Review list, which selects only the top 15 percent of the colleges and universities in America. To make its selections, The Princeton Review relies on data and opinions it collects from students, parents, faculty and administrators about academic programs and other offerings. The Princeton Review’s college ranking lists are based on surveys of more than 110,000 students at the schools in the book who rate their own schools and report on their campus experiences. About Chapman, students commented that the professors are “highly intelligent, passionate, inspiring, and genuinely interested in each and every person,” and that the university’s “global citizenship” emphasis ensures that students interact in substantive ways with their community and the world. “Inclusion in these respected ratings is very gratifying, because it is evidence that the shared vision of our faculty, administration, staff and supporters is becoming a reality,” said James L. Doti, Chapman president. “The rankings support our commitment to personalized education, and also point to our progress in enhancing the campus itself, with the new Leatherby Libraries and the Oliphant Hall music building among four new buildings opened last year.” Doti also cited the establishment of 44 endowed chairs and professorships at Chapman since 1993. “Endowed chairs, the highest honor we can bestow on faculty, enable us to recruit and retain educators with exemplary credentials in teaching and research, who by their distinguished scholarship help propel our academic programs to national prominence.” Doti added that another key indicator of success is the fact that the SAT scores of incoming freshmen have risen each year for the past 14 years, with combined scores now standing at an average of 1205.
Student-Tested, Student-Centered, Energizing, Hands On, Research Based