Week 1: Motivation, Stress, and Character Change-Week 1, Lesson 1: An Introduction to Motivation & Stress
1: Introduction to Course Two: Building Community and Habits of Learning
()
Course Syllabus
Guidance in Applying for Continuing Education or Professional Development Credit
2: A Hook You Didn’t Even See Coming! Learning, Motivation, and Dopamine
()
3: Don’t Say Boo—Stress and the Power of the Amygdala
()
4: Digging Deeper into Motivation
()
References, Lesson 1: An Introduction to Motivation & Stress
Week 1: Motivation, Stress, and Character Change-Week 1, Lesson 2: Digging Deeper into What Teachers Can—and Can’t—Do to Help Students Change and Grow
5: The Disparity Between Intellect and Character
()
6: Good Intentions and Systemic Problems
()
7: A Deeper Look at Efforts to Eradicate Bullying and Other Harmful Behavior
()
8: The Importance of Forgetting in Learning, Life, and Overcoming Stress
()
9: Summary Week 1
()
References, Lesson 2: Digging Deeper into What Teachers Can—and Can’t—Do to Help Students Change and Grow
Week 2: How to Reach and Teach Both Procedural and Declarative Pathways-Week 2, Lesson 1: Digging Deeper into the Procedural System
1: Learning without Knowing You Know: Revisiting the Procedural System
()
2: Compression is the Name of the Game!
()
3: Front Doors and Back Doors—Diving Deeper into the Procedural System
()
4: Understanding the Differences Between Declarative and Procedural Learning
()
5: How to Reach and Teach Both Procedural and Declarative Pathways
()
References and Key Concepts, Lesson 1: Digging Deeper into the Procedural System
Week 2: How to Reach and Teach Both Procedural and Declarative Pathways-Week 2, Lesson 2: Habits in the Classroom
6: Habits in the Classroom: Be Mindful of What you Want Your Students to do Mindlessly
()
7: Practical Examples of Mindfully Mindless Behaviors, Part 1
()
8: Practical Examples of Mindfully Mindless Behaviors, Part 2
()
9: Summary Week 2
()
References and Key Concepts, Week 2, Lesson 2: Habits in the Classroom
Week 3: Intellectual Humility, Critical Thinking, and Bias-Week 3, Lesson 1: Critical Thinking and Intellectual Humility
1: Race Cars, Hikers, and Intellectual Humility
()
2: Introduction to Critical Thinking from a Neuroscientific Perspective
()
3: Why Critical Thinking Isn’t Easy
()
4: How Difficult It Can Be to “Think Different” as a Teacher
()
Week 3, Lesson 1: References, Critical Thinking and Intellectual Humility
Week 3: Intellectual Humility, Critical Thinking, and Bias-Week 3, Lesson 2: Digging Into (and Out Of) Bias and Inflexibility
5: Biases and Fixed Mindsets in Research
()
6: The Challenge of Fixed Mindsets in Expert Educators
()
7: Thinking Consciously and Critically about (and in!) Teams
()
8: Using a Case Study to Teach Students How to Resolve Group Dysfunction
()
9: Summary, Week 3
()
References, Lesson 2: Digging Into (and Out Of) Bias and Inflexibility
Neurodiversity, Student Groups, and Charting Your Course to the Finish Line!-Week 4, Lesson 1: Neurodiversity
1: Dyslexia and Declarative Learning
()
2: Attention Deficit Disorder and Other Syndromes that May Rely More Heavily on Declarative Learning
()
3: Autistic Spectrum and Other Syndromes that May Strengthen Procedural Learning
()
References and Key Concepts, Week 4, Lesson 1: Neurodiversity
Neurodiversity, Student Groups, and Charting Your Course to the Finish Line!-Week 4, Lesson 2: The Power of Lesson Plans
4: Focusing on Your Objectives
()
5: Assessments
()
6: Bell Ringer and Hook
()
7: Main Body and Wrap Up
()
References and Key Concepts, Week 4, Lesson 2: The Power of Lesson Plans
Neurodiversity, Student Groups, and Charting Your Course to the Finish Line!-Course Wrap Up
Ratings and Where to Go from Here!