Graduate Degree Program

Transcription

1 Graduate Degree Program Plymouth State University s College of Graduate Studies has partnered with the Center for School Success to create graduate programs focusing on the Neurodevelopmental Approach to Teaching the only applied programs of their kind in the country. Students may complete a graduate certificate; a Master of Education in Curriculum and Instruction; or the Certificate of Advanced Graduate Studies (CAGS) in Educational Leadership. To learn more about the Center for School Success, visit centerforschoolsuccess.org. For more information about the Neurodevelopmental Approach to Teaching options, contact Plymouth State University s College of Graduate Studies at (800) FOR-GRAD, forgrad@plymouth.edu or visit plymouth.edu/graduate. Page 1 of 10

2 About the Center for School Success The Center for School Success (CSS) is a non-profit education organization that helps struggling students achieve measurable success in school and in life. CSS bases its services on the most recent research in the cognitive neurosciences as well as current theories and best practices of multiple disciplines, including education, health and psychology. Located in West Lebanon, NH, CSS services include learning consultations, teacher training (workshops, school consultation, graduate degree program) and community outreach (newsletters, workshops, research). All CSS services are designed to help students, teachers and parents use evidence-based findings to understand specific breakdowns in learning, while shifting focus from what individual students can t do to what they can do. CSS believes that students need to know how they learn best, teachers need to know how to address the unique strengths and needs of all their students, and parents need to know how to support their children s learning strengths and challenges. CSS has shown that by describing observable behaviors rather than labeling students (e.g., ADD, dyslexic, lazy ), the important people in a student s life can address specific areas of weakness by leveraging his/her strengths. The Neurodevelopmental Approach To Teaching CSS uses a neurodevelopmental approach to help students, their parents and teachers fully understand how a student learns ( neuro = of the brain; developmental = changing over time). This approach is based on the belief that successful, differentiated teaching and learning involves consideration of three factors: 1) a student s individual profile of strengths and weaknesses; 2) academic demands; and 3) the learning environment. The diagram below shows the context in which learning occurs. The CSS neurodevelopmental approach serves as a bridge to support successful learning when a student s strengths don t match the demands of an academic task. Academic Demands (content knowledge, skills and sub-skills) Intended Learning Individual Profile of Strengths and Weaknesses accommodation intervention Leverage a strength Adjust rate, volume, complexity Add a new skill Strengthen an existing skill Page 2 of 10

3 The neurodevelopmental approach can be incorporated into any program (e.g., RtI, Differentiated Instruction) and includes implementation of specific strategies that leverage areas of strength to help students achieve intended learning. The approach also provides teachers with a specific lens through which they can observe, examine and describe student learning. It includes a general understanding of eight broad neurodevelopmental categories, or constructs. These are: attention, language, higher order thinking, memory, neuromotor skills, social skills, spatial and sequential ordering skills. These eight constructs, and their respective sub-categories, provide a shared language with which to understand and discuss learning. Page 3 of 10

4 About the Neurodevelopmental Approach to Teaching Degree Program Candidates seeking a graduate certificate, master s degree or certificate of graduate studies (CAGS) with a concentration on the Neurodevelopmental Approach to Teaching will be able to use recent evidence-based research about the brain and learning to inform their teaching practice, in particular, to identify, respond to and manage students with learning differences. Candidates will demonstrate an understanding of themselves as learners and how they can best capitalize on their own strengths, experiences and expertise in order to become more effective teachers. Candidates will also use their understanding of the neurodevelopmental approach to teaching to provide specific instructional strategies to promote student self-advocacy and school success. If I can t learn the way you teach, can you teach the way I learn? The Neurodevelopmental Approach to Teaching rationale is based on research, best practices and professional development standards outlined by Plymouth State University s College of Graduate Studies, the Council for Exceptional Children (CEC), the National Staff Development Council (NSDC) and the National Council for Accreditation of Teaching Excellence (NCATE). All candidates who complete a graduate program in the Neurodevelopmental Approach to Teaching concentration will be able to: Demonstrate an understanding of the neurodevelopmental functions of the brain and their impact on learning; Demonstrate the ability to observe for specific learning strengths and weaknesses through classroom observation and analysis of student work samples; Demonstrate the ability to identify and implement specific instructional strategies based on data pertinent to individual students neurodevelopmental profiles of learning strengths and weaknesses; Examine curricula, lessons and assessments in order to determine the neurodevelopmental demands of various academic tasks; Develop lessons, curricula and assessments (informal and formal) with intentional consideration of targeted neurodevelopmental demands; Apply collaborative practices (with students, colleagues, parents,) to promote effective communication and management of individual student needs; Incorporate teaching of metacognitive concepts and strategies in everyday lessons; Synthesize and apply knowledge of the neurodevelopmental approach to help students understand and effectively self-advocate for their own learning needs. Page 4 of 10

5 Steps toward earning a graduate certificate, master s degree or CAGS with a concentration in the Neurodevelopmental Approach to Teaching 1. Apply for admission to the College of Graduate Studies. Note: Candidates can take up to level graduate credits before being accepted to a graduate program. Credits received from PSU courses taken prior to admission may be applied toward a degree program of your choice, if the courses fulfill the requirements. For candidates seeking to earn only a graduate certificate, admission to the College of Graduate Studies is not required. Please visit plymouth.edu/graduate/admissions for step-by-step admission application procedures. 2. It is highly recommended that you schedule an appointment with a PSU program coordinator or an advisor. Call (800) FOR-GRAD or forgrad@plymouth.edu to schedule an advising session. Visit plymouth.edu/graduate/advising for a list of advisors by degree program and advising sessions by geographic location. Scope and Sequence To earn a graduate certificate, students must successfully complete 16 credits of ND courses. In addition, Master s degree candidates complete a capstone project; CAGS candidates must complete the 16 credits of ND courses, plus an additional eighteen credits of required PSU courses, as well as a three-credit elective and a 6 credit ND practicum. Prerequisite: Participants must currently be teaching or have permission from the instructor Graduate Certificate Course Options: ND 5000 Foundations in the Neurodevelopmental Approach to Teaching (3 credits-online) ND 5010 Teaching with Talent, Knowledge and Skill: Translating Neurodevelopmental Strengths into Effective Classroom Practice (2 credits/2 days) ND 5020 Applying a Neurodevelopmental Approach to Instructional Practice (3 credits-in person/ online component) ND 5030 Using Collaborative Practices to Enhance Teaching and Learning (2 credits/) ND 5070 Understanding and Remembering: The Role of Attention and Memory in Learning (3 credits-inperson/online component) ND 5080 Using Authentic Data to Engage Students Minds (3 credits- in person/ online component) Master of Education in Curriculum and Instruction or CAGS in Educational Leadership with a concentration in the Neurodevelopmental Approach to Teaching: Master s Requirements: All courses required for graduate certificate, and ED 5000 or ED 5005 (3 credits), ED 5010 (3 credits) and ED 5030 (3 credits) ED 6900 Practicum (3 credits) CAGS Requirements: All courses required for graduate certificate, ND5800 Practicum (6 credits) AND EP 7020 Collaborative Leadership (3 credits) EP 7030 Transforming the Educational Agenda (3 credits) EP 7040 Planning in Education and Human Services (3 credits) EP 7050 Qualitative Methodology and Applied Research (3 credits) EP 7060 Legal Issues in Policy Making (3 credits) EP 7070 Contemporary Social Trends (3 credits) Electives for both Master s and CAGS: ND 5100 Reconsidering Referrals to Support Teams (3 credits) OR elective of one s choosing (must be approved) Page 5 of 10

6 CENTER FOR SCHOOL SUCCESS COURSES IN PARTNERSHIP WITH PLYMOUTH STATE UNIVERSITY ND 5000 Foundations in the Neurodevelopmental Approach to Teaching This online course offers the most recent research findings related to the brain and learning and how they provide the basis for the neurodevelopmental approach to teaching. Participants will be introduced to a framework which includes eight broad neurodevelopmental categories, or constructs (e.g., attention, memory, language) that educators can use to observe, examine and describe student learning. These eight constructs (and their respective sub-categories) also provide teachers, parents and students with a shared lens and language to better understand and discuss learning. In addition, through examination of a case study, observation of students with whom they work and self-examination of their own unique learning profile, participants will practice the skill of using the neurodevelopmental lens to observe for evidence of learning strengths and weaknesses and how to link them to academic performance. Since a major component of this course requires observation, participants must have access to a student/students on a regular basis. This course is appropriate for anyone who works with students (child-adult). Graduate Credits Available: 3 Plymouth State University graduate credits ND 5010 Teaching With Talent, Knowledge And Skill: Effective Classroom Practice When teaching, knowledge (information you know, facts you have learned), skill (ability to perform the basic steps of an activity) and talent (innate way of thinking, behaving, feeling) are needed. Consciously using one's strength when teaching is the hallmark of a remarkable teacher. This course is designed to help participants reflect on how their perceptions of who they are as learners and individuals shapes their teaching practice. Participants will also gain a better understanding of their strengths and how they can be used to positively influence their teaching practice. (2 days) Graduate Credits Available: 2 Plymouth State University graduate credits ND 5020 Applying a Neurodevelopmental Approach to Instructional Practice (Curriculum and Assessment) This course will provide participants with a deeper understanding of practical ways to apply a neurodevelopmental approach to teaching and learning by examining the neurodevelopmental demands of curricula, lessons, and assessments. Participants will design and implement activities, lessons, and curricula that take into consideration students specific learning needs. (4 days face-to-face with online component) Graduate Credits Available: 3 Plymouth State University graduate credits ND 5030 Using a Collaborative Approach to Enhance Teaching and Learning Collaboration offers an opportunity to gain new perspective on one's own teaching practices. This course will provide participants with the opportunity to examine student work through the use of structured protocols. Participants will link observable evidence to particular underlying neurodevelopmental functions (e.g., attention, memory or language). Participants will then use their observations to inform specific dilemmas and identify strategies to support student success. This course is designed for educators who have taken a previous CSS introductory neurodevelopmental course (e.g., Foundations in the Neurodevelopmental Approach to Teaching) and/or National School Reform Faculty CFG Coaches training. (3 days) Graduate Credits Available: 2 Plymouth State University graduate credits Page 6 of 10

7 ND 5070 Understanding and Remembering: The Role of Attention and Memory in Learning Attention and memory play key roles in learning. This course is offered in a blended format. It provides an in-depth exploration of the components of attention and memory and the specific impact they have on learning. Participants will be introduced to ways to observe for breakdowns in memory and attention through case study work and classroom observations. They will also design metacognition lessons that are intended to help students become more aware of the demands of attention and/or memory on their learning of certain tasks. In addition, participants will explore instructional strategies to support attention and memory weaknesses. (3 days face-to-face with online component). Graduate Credits Available: 3 Plymouth State University graduate credits ND 5080 Using Authentic Data to Engage Student's Minds Students must experience authentic school success in order to stay motivated as learners. Keeping students motivated is a primary challenge of educators. Reasons children withdraw mentally from school may include: fear of failure, frustration with their own inconsistent performance (good one day, struggling the next), lack of understanding the demands of school work, individual/home problems, and/or desire for attention even negative attention. If a student s basic needs are not met (physiological, social and emotional) his/her body must expend energy on those first before learning can take place. This course will explore the research regarding student motivation and the neurodevelopmental sub-skills that support or undermine a student s achievement with particular focus on the role of attention in learning. (3 days face-to-face with online component) Graduate Credits Available: 3 Plymouth State University graduate credits ED 6900 Capstone/ND5800 Practicum The Capstone/Practicum will provide Masters and CAGS candidates with the opportunity to document the implementation of the neurodevelopmental approach into their teaching practice. Graduate Credit Available: 3 (Masters); (6 CAGS) Plymouth State University variable graduate credits See Course Schedule for Specific Dates and Locations of CSS course TO REGISTER FOR ANY CSS COURSES 1) Visit 2) Download registration form for the correct PSU term under the "For Teachers" section of the homepage (or call CSS to have a copy mailed to you) 3) Mail form and payment to Plymouth State University Page 7 of 10

8 Center for School Success Neurodevelopmental Approach to Teaching Course Pre-Requisites PSU Course Pre-requisite ND5000 Foundations in the Neurodevelopmental Approach to Teaching Must be practicing educator ND 5010 Teaching with Talent, Knowledge and Skill: Translating Neurodevelopmental Strengths into Effective Classroom Practice 2 graduate credits ND 5020 Applying a Neurodevelopmental Approach to Instructional Practice (Curriculum and Assessment) Must be practicing educator ND 5000 ND 5030 Using Collaborative Practices to Enhance Teaching and Learning 2 graduate credits ND 5000 ND 5020 ND 5070 Understanding and Remembering: The Role of Attention and Memory in Learning ND 5000 ND 5080 Using Authentic Data to Engage Students Minds ND 5000 ND 5020 ND 5070 ED 6900 Capstone/ND5800 Practicum 3/6 graduate credits *Can be started if ND5030 and ND5040 are scheduled to be taken before practicum is complete ND 5000 ND 5010 ND 5020 ND 5030 ND 5070 ND 5080 ND5100 (elective) Reconsidering Referrals to Support Teams Must be practicing educator Elective (TBD) Page 8 of 10

9 The Neurodevelopmental Approach to Teaching Plymouth State University s College of Graduate Studies has partnered with the Center for School Success (CSS) to create graduate programs focusing in the Neurodevelopmental Approach to Teaching. Students may complete a graduate certificate; a Master of Education in Curriculum and Instruction; or the Certificate of Advanced Graduate Studies (CAGS) in Educational Leadership. For more information about Neurodevelopmental Approach to Teaching options, contact Plymouth State University s College of Graduate Studies at (800) FOR-GRAD, forgrad@plymouth.edu or visit plymouth.edu/graduate. For information on course registration, cost, course location, delivery options for schools/districts and pre-requisites, contact CSS: phone (603) ; leslie.williamson@valley.net or visit: Course Schedule PSU Course Note: some courses must be taken sequentially Term Offered Location ND5000 Foundations in the Neurodevelopmental Approach to Teaching Fall /1-11/28/14 Winter /1/14-2/28/15 Spring /1-6/4/15 Online Online Online ND 5010 Teaching with Talent, Knowledge and Skill: Translating Neurodevelopmental Strengths into Effective Classroom Practice 2 graduate credits ND 5020 Applying a Neurodevelopmental Approach to Instructional Practice (Curriculum and Assessment) Summer /8-7/9 Winter /1/14 online component 12/12-12/13, 2015 at CSS Online component & 1/23-1/24/15, 2016 at CSS CSS, West Lebanon, NH CSS, West Lebanon, NH ND 5030 Using Collaboration to Enhance Instructional Practices 2 graduate credits ND5070 Understanding and Remembering: The Role of Attention and Memory in Learning ND 5080 Using Authentic Data to Engage Students Minds Summer 2016 TBA Spring /1/16-6/4/16 Online and face-to-face Fall 2016 CSS, West Lebanon, NH CSS, West Lebanon, NH CSS, West Lebanon, NH For specific course dates and cost please refer to the Plymouth State University Website ( or the CSS Calendar Tuition: $530 per credit in-state; $605 per credit out-of-state, plus $30 registration fee. About The Center for School Success: CSS is a non-profit education organization, located in West Lebanon, NH, that helps struggling students achieve measurable success in school and in life. CSS offers learning consultations, professional development and outreach services. CSS services help students, their parents and teachers apply evidenced-based research findings on the brain and learning to link how the student learns best with a plan for success. Learn more about CSS by visiting: Page 9 of 10

10 Terms ND Courses Are Offered in ND5000 (3 credits) ND5010 (2 credits) ND5020 (3 credits) ND5030 (2 credits) ND5070 (3 credits) ND5080 (3 credits) ED6900 Capstone (3 credits) ND5800 Practicum (6 credits) Fall Next time offered Fall 2016 Winter Spring Summer For specific course dates and cost please refer to the Plymouth State University Website ( or the CSS Calendar. Tuition: $530 per credit in-state; $605 per credit out-of-state, plus $30 registration fee. Order in which courses need to be taken (note: ND5010 and ND5030 can be taken out of sequence, but you MUST take ND5000 before ND5020; ND5020 before ND5050 and ND5070 before ND5080) ND 5000: Foundations in the Neurodevelopmental Approach to Teaching ND 5010: Teaching with Talent, Knowledge and Skill: Translating Neurodevelopmental Strengths into Effective Classroom Practice ND 5020: Applying a Neurodevelopmental Approach to Instructional Practice (Curriculum and Assessment) ND 5030: Using Collaboration to Enhance Instructional ND 5070: Understanding and Remembering: The Role of Attention and Memory in Learning Practices ND 5080: Using Authentic Data to Engage Students Minds ED 6900 Capstone; ND 5800: Practicum Updated 8-15 Center for School Success 79 E. Wilder Road West Lebanon, NH (603) Page 10 of 10