Quantum Teaching For Educators (2 cr.

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DESCRIPTION: A proven research based approach to learning and teaching integrating best educational practices into a unified whole. Learn how to best facilitate the learning process, understand theory and implementation by creating an optimal learning environment for students K-12. Syllabus developed by Audrey Lakin TEXT: DePorter, B., Reardon, M., & Singer-Nourie, S. (1999). Quantum Teaching: Orchestrating Student Success. Needham Heights, MA: Allyn and Bacon. STUDENT PARTICIPANT MANUAL: Quantum Learning: Orchestrating Student Success. (2004). Learning Forum, Oceanside, CA 92054. (760) 722-0072. RATIONALE: Accelerating student achievement requires a specialized repertoire of teaching skills and strategies that engage and challenge students of diverse intelligences, modalities as well as cognitive, affective and social abilities. Quantum Learning is a research based approach, drawing upon the best theories and practices in education, which delivers quantifiable results for increasing achievement and satisfaction in the classroom for both students and teachers. INTENDED PARTICIPANTS: Teachers K-12, school based and district level administrators, home based educators. EXPECTED STUDENT OUTCOMES: As a result of this course, the participant will: 1. Understand the foundational principles of Quantum Learning for Teachers. 2. Identify the elements necessary for creating an empowering brain compatible learning environment 3. Identify the formula for setting students up for success in your lesson design. 4. Learn powerful tools to reach and engage all types of learners in their specific modalities. 5. Master the Quantum Learning lesson design for student participation and success. 6. Know eight ways to teach and learn anything. 7. Learn a powerful way to help your students take greater responsibility for their learning. 8. Discover and understand the significance of the brain research behind Quantum Learning. 9. Increase your students ability to memorize information quickly and with greater recall. 10. Identify and experience the ingredients necessary to move beyond limiting beliefs.

11. Discover communication tools to resolve any conflict or misunderstanding instantly. 12. Discover six ways to build rapport with any student. 13. Achieve a greater awareness of your students learning styles. 14. Acquire skills for a more powerful presentation of your academic content. 15. Increase your confidence in your presentation, facilitation and teaching abilities. 16. Communicate with powerful clarity. 17. Create an implementation plan that supports continual application of QL. INSTRUCTIONAL ACTIVITIES: As each level of Quantum Learning skills builds upon the level preceding it, your attendance at every session is imperative to an understanding of Quantum Learning for Teachers. Attendance is required for every class. In addition to participation in every class you will be required to complete the following assignments and any additional assignments your instructor considers necessary. 1. Maintain a journal of your insights and activities for each class. 2. Create a personal story for each of the 8 Keys. 3. Design 4 lessons specific to your content area according to the EELDRC. 4. Create your Policies, Agreements, Procedures and Rules in alignment with your purpose and visions for Quantum Learning. 5. Identify 5 evidences of Joy and Wonder. 6. PEG an appropriate portion of your content. 8. Use 5 State Changes per period. 9. Create your Big Picture vision, purpose, and belief statements. 10. Highlight in your lesson plans a different Intelligence each day. 11. Establish 4 new Traditions, including an opening tradition. 12. Establish for CASE OF music: elicit a state change, anchor, soothe, energize, and orchestrate focus. Course Expectations 1. Be true to your beliefs and values through your voice and actions. 2. Model professionalism, Living Above the Line, and the 8 Keys of Excellence in your classroom and daily life. Everything you do speaks about you! 3. Complete all readings, assignments, papers, and projects prior to the class session for which they are assigned. Commit to doing your best. 4. Written assignments are to be of quality. 5. Be an active member of the class: Listen to the ideas of your colleagues, Seek to understand viewpoints different than your own, Contribute new and relevant information to discussions, Comment in a positive manner, and Build on the remarks of your peers. 6. Take control of your own learning; focus on your growth and development. Evaluation

Receiving credit for this training will be based on successful completion of all reading and written assignments, active participation in the class sessions based on attendance and participation, and your modeling the program standards.

To earn an A grade in the class, 1) all assignments must be completed in an exemplary manner and turned in on time, 2) class experiences result in an increased understanding of the role of teachers in the classroom and school, and 3) acting congruently with the tenets and prime directive of Quantum Learning for Teachers. CONTACT: Nora Barnhart TELEPHONE: 760-722-0072 x 141 E-MAIL: nbarnhart@QLN.com Quantum Learning for Teachers Rubrics 1. Journal of your insights and activities for each class. Novice The reflection tells what happened that class. Emerging The reflection tells what happened including some of the insights gained from the class. Proficient The reflection tells what happened and shares the insight and growth from the class. Some of the reflection may tie to application of the concept/s to personal/profe ssional life. Distinguished The reflection tells what happened and shares the insight and growth from the class. The reflection also tells of future application of the concepts learned in their personal and/or professional life

2. Personal story for each of the 8 Keys of Excellence Novice Emerging Proficient Distinguished

The life experience does not match the meaning of the key of excellence.

The experience matches the key and provides understanding

The experience matches the key and clearly adds to understanding how the key applies to a persons life

The experience relates to the key, helps understand the concept and speaks through a voice that connects with the reader.

3. Design 4 lessons specific to your content area according to the EELDRC Novice Some elements of EELDRC are present Emerging All elements of EELDRC are present, sequence may be confused. Proficient All elements of EELDRC are present and in order. Distinguished All elements of EELDRC are present, in order and include ties to the multiple intelligences.

4. Create your Policies, Agreements, Procedures and Rules in alignment with your purpose and visions for Quantum Learning. Novice Categories are identified, distinctions may not appear. Emerging Clear distinctions are present between each level of rule/expectatio ns Proficient Clear distinctions are present between each level of rule/expectatio ns and application of each category is clear applied by the teacher. Distinguished Clear distinctions are present between each level of rule/expectatio ns and application of each category is clear applied by students and the teacher.

5. Identify 5 evidences of Joy and Wonder. Novice 5 incidents of success and wonder are Emerging 5 incidents of success and wonder are Proficient 5 incidents of success and wonder are Distinguished 5 incidents of success and wonder are

identified

identified, some are a result of orchestration using QL principles

identified, most are a result of orchestration using QL principles

identified, all are a result of orchestration using QL principles

6. Create a plan for implementing Smart Stations in your in your classroom and report the progress of your students as they engage in the Smart Station activities. Novice All of the multiple intelligences are applied in the smart stations, these are contrived and seldom happen. Emerging All of the multiple intelligences are applied in the smart stations, most of the stations match and tie to the curriculum occasionally. Proficient All of the multiple intelligences are applied in the smart stations, all of the stations match and tie to the curriculum regularly in a real world activity. Distinguished All of the multiple intelligences are applied in the smart stations, all of the stations match and regularly tie to the curriculum in a real world activity. A rubric for the students is provided.

7. 21 PEGs peg an appropriate portion of your content. Novice Pegs are not replicated applied inappropriately to age and / or content. Emerging Pegs are applied appropriately to the age of the student. Proficient Pegs are replicated and applied appropriately to content on numerous occasions. Distinguished The pegs are replicated, age appropriate, and are regularly used in appropriate portions of the curriculum

8. Use of State Changes.

Novice State changes are used occasionally.

Emerging State changes are used but appear contrived by the teacher.

Proficient State changes are used and flow smoothly and are teacher directed.

Distinguished State changes are used, flow smoothly, enhance the learning and are student and teacher directed.

9. Create your Big Picture vision, purpose, and belief statements. Novice Portions of the big picture and supporting statements are developed. Emerging The big picture and supporting statements are developed. Proficient The big picture and supporting statements are developed, communicated to the appropriate audiences. Distinguished The big picture and supporting statements are developed, communicated to the appropriate audiences and are congruent with action.

10. Establish / identify traditions. Novice Traditions are identified but are inconsistently applied Emerging Traditions are identified but are consistently applied Proficient Traditions are identified but are consistently applied and contribute to positive classroom interactions. Distinguished Traditions are identified but are seamlessly applied and contribute to positive classroom interactions with students and the teacher taking the lead.

11. Establish for CASE OF music: elicit a state change, anchor, soothe, energize, orchestration, and focus

Novice Music is seldom used to set learning state.

Emerging Music is used on occasion to set learning state.

Proficient A variety of music is regularly used to create a positive learning state and classroom traditions

Distinguished A wide variety of music is regularly used, including student selected music, to create a positive learning state and or classroom traditions

Rubric developed by Dr. Rob Ziegler randsziegler@MCIWorldcom.net and Dr. Woody Ziegler wziegler@mciworldcom.net