Educate Teachers, LLC
Follow Us
  • Home
  • About Us
  • About Our Courses
  • Upcoming Online Courses
  • Email Us
Picture
EDUCATE TEACHERS NEWS
Picture
Picture
Sept/Oct 2021
Welcome to a new school year!
Picture
Picture
Happy fall 

Another COVID Year in the Schools!
​We thought it was on the downhill slide; we thought COVID was behind us and we were in recovery. We thought wrong. 



To mask or not to mask...
Here are 5 common questions about kids and masks, along with evidence-based information that will put your mind at ease:

1. Can wearing a mask make it harder​ for my child to breathe?
There is no proof that wearing a face mask can lower the amount of oxygen taken in. This condition can lead to hypoxemia which has not been reported. Make sure that the material in masks worn by your children are made from cloth that is breathable. Masks will not impact a child's ability to focus or learn. Most children 2 and up can safely wear a mask. 

2. Can masks interfere with a child's lun​​g development?
No, wearing a mask will not impact a child's lung development because "oxygen flows through and around the mask, while blocking the spray of spit and respiratory droplets that may contain the virus." 

3. Do masks trap the carbon dioxide ​that we normally breathe out?
No. These reports are false. This condition is known as hypercapnia and is created when we rebreath our own air. It should be noted that surgeons wear masks for hours and have no problems. 
It is not recommended that children under 2 wear a mask because they may have trouble removing then without assistance.

4. Can masks lead to a weaker immune​ system by putting the body under stress? 
No. When you wear a mask, you help stop the virus from spreading. 

5. How do masks prevent the ​​spread of COVID-19? 
Masks, when worn as recommended, provide a barrier to the face helping to protect it from another person spit and respiratory droplets. The spread of COVID-19 is, in large part, because of these droplets. 

For masks to work the must:

Cover both the nose and mouth​​

Fit snugly but comfortably against the sides of the face

Be secured with ear loops or ties

Have multiple layers of fabric

Allow for unrestricted breathing

​Be washed and dried carefully after use​


Remember.........
"Face masks are an important tool in preventing the spread of COVID-19. They are safe and effective for children over the age of 2 years and adults. Face masks are especially important when physical distancing, or keeping 6 feet away from others, is hard to do. Washing hands, staying home and physical distancing are still the best ways to keep your family safe from COVID-19. But when you go outside your home, wearing a face mask will help keep you and others safe."
Mask Mythbusters: 5 Common Misconceptions about Kids & Cloth Face Coverings
​​​​​By: Kimberly M. Dickinson, MD, MPH​ & Theresa W. Guilbert, MD, MS, FAAP​​​ 



“When you give joy to other people, you get more joy in return. You should give a good thought to happiness that you can give out.”— Eleanor Roosevelt
Celebrate Project. Based Learning with Our New Class!

EXAMINING: Project Based Teaching: Real Steps to Achievement
​(3cr hrs) Starts September 15th...Ends November 19th


​How do we prepare students for the 21st century work place? How do we know what that will look like in our ever changing world? Students today may end up in professions that we haven’t even heard of yet! One method that leads the pack and allows us to tie together all aspects of 21st century learning and skills is project based teaching (PBT). We need to build a culture that promotes and respects PBT. 
Project Based Teaching: Real Steps to Achievement will give participants time to explore dozens of project examples, plans and resources in multiple subject areas and grade levels. Guidance and insights on planning and organizing, meeting standards, developing activities, and assessing and monitoring projects are provided as we break down the process within a framework to ensure projects promote active questioning, curiosity, collaboration, coordination and plenty of trial and error opportunities for students to experience on their way to success.

By the end of the course, participants will know how to create engaging, quality projects and establish project based learning environments that will develop the skills their students need for successful futures.

Project Based Teaching: Real Steps to Achievement is a 3 credit hour course presented in a modified, self-paced format. Participants are expected to access the course and post regularly (at least once a week) and make reasonable progress, but there are no due dates attached to individual assignments. Instead there are 2 absolute due dates (mid-term and the last day of class) to provide flexibility and to better accommodate participants' busy schedules.

Participants are required to create an account (free) on the Buck Institute for Education pblworks.org website to access resources used in the course and purchase the course text, Project Based Teaching: How to Create Rigorous and Engaging Learning Experiences (2018) by Suzie Boss with John Larmer.
Organization
The course is organized into 4 modules. The length of time each Module should take to complete varies from approximately 30 to 35 hrs. Lessons will be taught using a combination of readings, videos, external resources, examples, discussion forums, discussion activities, assignments, and enrichment materials. The discussion forums, assignments and reflections will allow participants to utilize and put into practice the theory that they have learned. Students will receive coaching and feedback on their discussions, assignments and reflections from the instructors as these activities are completed.

This course is presented in a modified, self-paced format. Participants are encouraged to access the course regularly and make reasonable progress, but there are no due dates attached to individual assignments. Instead there are 2 absolute due dates (mid-term and the last day of class) to provide flexibility and to better accommodate participants' busy schedules.

Course Objectives
By the end of the course, participants will...
1. Understand what Project Based Learning (PBL) is and why it is important to future success
2. Understand how to develop a PBL classroom and culture
3. Understand how to design a high quality PBL project
4. Understand how to align standards, manage activities and use assessments with PBL

Course Topics
1. PBL for the Future
2. Creating a PBL Culture and Space
3. Gold Standard Project Based Teaching Practices
4. The Essential Design Elements of PBL 
5. Using a Project Planner 
6. Aligning Standards, Setting Goals & Milestones, Selecting Rubrics 
7. Calendar Scheduling & Organizing Resources 
8. Scaffolding, Differentiation & PBL
9. Technology & PBL
10. Coaching Students & Developing Grit 

Grading
Grading is the same whether the course is taken for graduate credit or for license renewal. Students are required to participate in all discussion forums and to complete all assignments and/or activities. A=90%-100%; B=80%-89%-Because this is a graduate level course, scores must be 80% or better to receive credit. 

Required Text
Boss, S. & Larmer, J. (2018). Project based teaching: How to create rigorous and engaging learning experiences. Alexandria, VA: ASCD.
It can be purchases through local bookstores or ordered online.
Announcing our new 
EXPLORING Courses:
4 Wks; Self-Study; 1 Iowa License Renewal Credit

EXPLORING: Classroom Health: Childhood Depression
                            Join Us 
  • (1cr hr) Starts September 15th...Ends October 15th or
  • (1cr hr) Starts October 13th...Ends November 12th

Course Topics:
*Prevalence & Types of Depression 
*Comorbidity: When Depression Co-exists with Other Disorders
*ADHD & Depression
*Risk Factors: Biological, Psychological, and Environmental 
*Symptoms In and Out of the Classroom
*Suicide & Other Serious Consequences
*Students Speak about Depression
*Common Depression Treatments & School Based Programs
*Tips for Parents
*Parenting During a Pandemic: COVID-19 and Depression 
*Teaching During a Pandemic: COVID-19 and Depression

                                                    ___________________

EXPLORING: Classroom Health: Attention Deficit Hyperactivity Disorder (ADHD)

                          Join us
​
(1cr hr) Starts September 15th...Ends October 15th or
(1cr hr) Starts October 13th...Ends November 12th


Course Topics: 
*Prevalence, Types, & Characteristics of ADHD
*Sluggish Cognitive Tempo
*Executive Functioning & ADHD
*ADHD & Life Expectancy
*Comorbidity & Multimorbidity
*ADHD & Learning Disabilities
*Tips & Strategies for Teachers & Parents

                                                   _______________

​Exploring: Classroom Health: Childhood Anxiety

                         Join Us
(1cr hr) Starts September 15th...Ends            October 15th or  
(1cr hr) Starts October 13th...Ends November 12th

 
Course Topics:​​
*Prevalence of Anxiety 

*Types of Anxiety Disorders:
1. Generalized Anxiety Disorder
2. Separation Anxiety Disorder
3. Social Anxiety Disorder
4. Selective Mutism
5. Specific Phobias: Obsessive Compulsive Disorder; PTSD 
*Comorbidity: When Anxiety Co-exists with Other Disorders
*Measurement and Screening Tools for Childhood Anxiety
*Risk Factors: Biological, Environmental and the Brian
*Symptoms In and Out of the Classroom
*Students Speak about Anxiety
*Common Anxiety Treatments & School Based Programs
*Tips for Parents
*Parenting During a Pandemic: COVID-19 and Anxiety 
*Teaching During a Pandemic: COVID-19 and Anxiety
*Strategies for Classroom Teachers and the Leadership
New for Fall/Winter
The Dyslexia Dilemma:
Formulas for Success!

(3credit) IA License Renewal or Grad Credit)
Join Us
Sept 15th - Nov 19th   or
Oct 13th - Dec 17th
Picture
Sally Shaywtiz has finally come out with her second edition of Overcoming Dyslexia. A ground breaking, blockbuster of a book that shattered myths and provided parents and professionals with scientific information on dyslexia that includes explaining the nature of dyslexia and reading, operationalizing and diagnosing dyslexia, giving assistance to the child in reading and turning poor readers into excellent readers, choosing a school that would meet the needs of a child with dyslexia and dealing with dyslexia successfully after high school and beyond.

The research is comprehensive. Dyslexia can be treated and Shaywitz makes it clear what methods should be used. Clear identification and a good understanding of what is happening when the child with dyslexia reads are paramount in designing a treatment plan.

Specifics include:
  • A clear understanding of how readers begin to read: mastering phonemes and phonemic awareness.
  • A clear understanding of the elements that go into making a successful reader that include: fluency, comprehension, vocabulary.
  • A clear understanding of the approaches/strategies/interventions that are most successful with dyslexics.
  • A clear understanding of exactly how much time needs to be allocated for each area of reading and what should be taught during that time.
  • A clear understanding of exactly how children learn to read and why dyslexics struggle.
  • A clear understanding of the importance of individualizing the approach to the child.
​
The Dyslexia Dilemma: Formulas for Success! is built upon the text Overcoming Dyslexia, 2nd Ed. It is based on scientific evidence and years of research delving into what makes the dyslexic mind “tick” and how to remediate those “ticks” so reading achievement is accomplished. Shaywitz provides us with a clear look at the agony this condition can cause and how it can be identified early and treated.
Picture
All Educate Teachers courses are accredited. Choose from:

EXPRESS Courses:
6 week Iowa License Renewal Courses

Examining Courses:
​8-9 week courses that can be taken for Iowa License Renewal or EDMA Graduate Credit
​
Visit our website to learn more and register for upcoming classes

https://www.educateteachers.org

​​Learn More About Educate Teachers
​Online Professional Development Classes

Get the credits you need with modified, self-paced courses flexible enough to fit any teacher's busy schedule.
Picture
Picture
Picture
Follow us on Facebook, Pinterest and Twitter for upcoming class information, education articles & news and creative classroom ideas & strategies!
Picture
Picture
What's New in Education

​The year 2020 brought some exciting new trends in education that are continuing and getting better in 2021. Charlotte Stace, teacher, writer, author gives us a look into what may be the future of education. 

1. Nanolearning
It is easy to get bogged down in all of the digital information we get hit with daily. With each notification and alert, our cortisol levels go up. Cortisol is a stress hormone and it prevents us from concentrating and remembering information. 
Nanolearning may help us in the classroom with this problem. Nanolearning provides small bits of learning over a shorter time period. 

Science tells us that when we take in learning in short pieces we have a better chance of retaining that learning. 

"By providing your students with small, 'pellet' like bits of information, you are much more likely to increase their productivity, capture their attention and aid their ability to learn," says Stace. 

She outlines the four elements of productive nanolearning; they are:
​  
-Identify the students’ needs
-Set the learning objectives
-Choose your content e.g. videos, apps, podcasts
-Keep it short; recommended within 2-5 minutes

​2. Virtual reality (VR) and augmented reality (AR)
Classrooms will need a VR headset which has a digital interface that can projects images that will establish a real or virtual environment that students can see. Gestures controls and teacher controls are featured. 

VR headsets are pricey, but Google Cardboard and similar alternatives can be easier on the pocketbook. 

AR can be used with a smartphone or tablet and can projects images and sound and video. You might be looking at a cow sitting next to you or a rocket ship taking off. 

Obviously, this allows students to reach places they may not ever see. 

So, how can you use AR and VR?

So how can you incorporate AR and VR into the classroom?
Field trips to museums, ciities, countries, oceans and planets are some place students can access with AR and VR. 

Students are able to job shadow to become acquainted to the many careers available to them. Want to see what it is like to operate on a heart? Step into this operating room...virtually. Want to see what it is like to milk a cow, walk on Mars or debate with Abraham Lincoln? It is all possible with VR and AR. 
High-tech training is provided for students who want to pursue a career in medicine, government or any other area. 
We know that the best way to learn a foreign language is through immersion. 
Students can converse with anyone in any country and learn the language. 

3. Project-based learning (PBL)
Research tells us that hands on learning engages the learner much more completely than sitting at a desk and listening to the teacher. PBL provides the. learner with real life situations to become immersed in. The teacher acts as the facilitator. 

The objective is to have students investigate and respond to an authentic, engaging and complex question or issue. They will develop critical-thinking, creativity, collaboration and communication skills; all of which are highly sought after 21st century skills, valued by employers.

Some topics for projects to get your students excited include:

-Finding a way to travel safely and efficiently and quickly through the desert. 
-Developing a photo exhibition. 
-Coming up with alternative forms of growing wheat and barley year round for sustainability 

Teachers who are interested in PBL may want to engage in the following options:
place students in groups of 4 or 5 have them think about what type of project they would like to work on allow for the class to debate and decide on what subject would be of most interest have students research their topic for viability
investigate and create develop a digital presentation present to the class.

4. Experiential learning
Experiential learning can conquer distraction, inattentiveness and boredom. Students are disengaged and spend more time on their phones or other digital device than they do in school or homework. 

Experiential learning is about real world situation. Students are asked to plan, make decisions and work as a team.  
In 2021, it is thought that this type of learning will occur offline. 

Experiential learning activities can include collaborative exercises. 

5. Online schooling
Most of us have become very adept at the online school thing after these past number of months. Flexibility, availability and, even, safety. play a key role in teaching and learning online. 

Charlotte Stace
The top five educational trends to look out for in 2021
Pearson 
December 8, 2020
https://blog.pearsoninternationalschools.com/the-top-five-educational-trends-to-look-out-for-in-2021


Positive Thinking
for Kids!



​Children ages 6 to 9

Kids who have a growth mindset are comfortable learning new things. 
This is an activity book that can assist your students in developing the necessary tools of problems solving and critical thinking skills that they need to be successful in the classroom and in life. Many examples are provided and exercises presented that will help your students have a growth mindset. 
Growth Mindset for Kids includes:

55 Easy activities―From "Color My Brain" to "I Can Empower Myself," these practical activities work for a single child as well as an entire classroom.

​Kid power―Explore real-life stories about kids using a growth mindset to achieve their goals.
Secrets revealed―Get the fundamental basics and benefits of a growth mindset for kids.
Picture
Picture


The 7 Habits of Highly Effective Teens has been updated for digital use. 

This groundbreaking book is a " handbook to self-esteem and success." Topics such as how to improve self image, build friendships, resist peer pressure, achieve goals and appreciate parents will be explored. Also examined is how to deal with the issues of the digital age that can derail a teen's success. 

Featured Class:
ACEs
​Adverse Childhood Experiences
ACEs
The Impact of Adverse Childhood Experiences
Update for the 20-21 school year!!!
3 credit hour Iowa license renewal course 
​​
Join Us​
Course Dates: September 15th to October 29th
​(Registration is open!)
Picture
Abuse, neglect, domestic violence, and dysfunctional households with substance abuse, mental illness, and even jailed family members are some of the adverse childhood experiences (ACEs) a growing number of our students are trying to cope with and overcome. On top of these challenges, students have to deal with the trauma of COVID-19, The Derecho Storm, and events surrounding the murder of George Floyd. What we now know is that these traumas can have damaging and lasting consequences. 
 
The ACE Study that began in the 1990’s and was one of the largest efforts to examine the effects of childhood trauma on future dysfunction, behavior, disease and even premature death. The stress associated with trauma takes its toll on the body and brain and affects learning, behavior and future health. Trauma research indicates a clear connection between traumatic events and deficits in language, communication, problem solving skills, emotional regulation, and forming healthy relationships. Additionally, trauma is connected to increased hyperactivity, impulsivity, aggressiveness and inability to concentrate. As educators, mentors, family members and perhaps victims ourselves, it’s vital that we understand the effects of ACEs.
 
ACEs: The Impact of Adverse Childhood Experiences is a 3 hour Iowa license renewal course that introduces participants to ACEs, the associated risk factors, and keys to prevention and support. How a child’s brain is impacted by trauma, how toxic stress assaults the brain and what experts are saying needs to be done is key to this class. Participants will be able to interact with the ACEs test and evaluate how they not only see themselves but their students as well. Ideas to help educators help kids will be presented along with a message of hope.
Organization
Course objectives will be met through instructor designed lessons and activities, supplemental readings and videos, discussions & tests. This course is presented in a modified, self-paced format. Participants are expected to access the course and post regularly (at least once a week) and make reasonable progress, but there are no due dates attached to individual assignments. Instead there are 2 absolute due dates (mid-term and the last day of class) to provide flexibility and to better accommodate participants' busy schedules.

Course Objectives
By the end of the course, participants will...
1. Know the history of ACEs research and the traumas it studies
2. Understand the ACE score is associated with future health and behavior risks
3. Understand how dysfunction develops from ACEs
4. Know how institutions, families, and educators can provide prevention and support
5. Understand the trauma associated with recent events (COVID-19, The Derecho Storm, & George Floyd) and how teachers and parents can and reduce/mitigate toxic stress


​Course Topics
*The history of ACEs

*The 10 traumas of ACEs
*What is the ACEs Questionnaire?
*What are the risks associated with ACEs?
*How does dysfunction happen?
*How do ACEs connect to future health and behavior?
*Institutional/Systemic prevention and support
*What educators can do: strategies & resiliency
*Current Traumatic Experiences: COVID-19, The De
recho Storm, & George Floyd

Grading
This is a 3 credit hour Iowa license renewal only course. Grading is Pass/Fail. Students are required to participate in and complete all assignments and/or activities. Participants must earn scores of 80% or better to receive Pass score and receive credit. 

Required Materials 
All materials are provided online.  

​
Proudly powered by Weebly