The Brain-Based Classroom
Course Outline

Course Fee: $270
Course Numbers: EED x701, SED x701
Standard Course Time: 45 hours
Semester Credits: Three (3) academic credits at the post-baccalaureate level (available for an additional fee)
Credit Issued by: Cal Poly Humboldt (refer to our University Credit page for credit pricing and details)
Subject Area: Special Topics

This course has been developed and optimized for online delivery using the licensed title The Brain-Based Classroom - Accessing Every Child's Potential Through Educational Neuroscience, published by Routledge and authored by Kieran O'Mahony.

Introduction/Course Description:

The Brain-Based Classroom translates findings from educational neuroscience into a new paradigm of practices suitable for any teacher. The human brain is a site of spectacular capacity for joy, motivation, and personal satisfaction, but how can educators harness its potential to help children reach truly fulfilling goals? Using this innovative collection of brain-centric strategies, teachers can transform their classrooms into deep learning spaces that support their students through self-regulation and mindset shifts. These fresh insights will help teachers resolve classroom management issues, prevent crises and disruptive behaviors, and center social-emotional learning and restorative practices.

Course Objectives/Program Outline

Module One: Breaking Paradigms - Part One

Students will explore:

• Gain an Understanding of the Neuroscience of Learning
• Demonstrate Rewards Work...Sometimes
• Explore Teaching with A Instead of E
• Learn Punishments Work...Sometimes

Project 1: Trusting My Intuition
Quiz: Multiple-choice questions that pertain to objectives above.

Module Two: Breaking Paradigms - Part Two

Students will examine:

• Recognize Brain Breaks Work Every Time
• Explain Cognitive Models Work Every Time
• Illustrate the Idea that Epigenetics Influence Who we Are

Project 2: If I Only Knew Then What I Know Now
Quiz: Multiple-choice questions that pertain to objectives above.

Module Three: Rethinking Pedagogy - Part One

Students will become familiar with:

• Examine Miller's Magical-Number-Seven Law
• Explore Hebb's Rule and Cognitive Rehearsal
• Recognize Purposeful Long-Term Potentiation

Quiz: Multiple-choice questions that pertain to objectives above.

Module Four: Rethinking Pedagogy - Part Two

Students will be introduced to:

• Get to Know Your Reticular Activating System
• Demonstrate that Mindset Matters
• Recognize The Comfort Zone for Adaptive Expertise

Project 3: Mindset Makeover
Project 4: In Growth We Choose
Quiz: Multiple-choice questions that pertain to objectives above.

Module Five: Conceptual Collisions - Part One

Students will:

• Illustrate Intrinsic Motivation in a Gift Box
• Describe Greenhouse Teachers Too
• Recognize Autonomy Loves Choice
• Revisit the Lost Cognitive Revolution

Project 5: I CAN Do That!
Quiz: Multiple-choice questions that pertain to objectives above.

Module Six: Conceptual Collisions - Part Two

Students will learn to:

• Analyze Maslow in an Orchid World
• Re-evaluate the Relevance of a Skinner Approach
• Connect Neuroscience with Teaching and Learning

Quiz: Multiple-choice questions that pertain to objectives above.

Final Exam

Multiple choice questions taken from each module

Final Learning Statement

Learning statements should be in a narrative format as opposed to an outline format. Depending on individual writing styles Learning statements should be 2-3 pages. The learning statement can vary according to individual style. Your learning statement should answer the broad question of "what did you learn?". To help get you thinking, here are some suggested questions:

• What are the major concepts of the course that you have learned?
• What new professional language have you acquired relating to the topic?
• What teaching techniques for implementing new strategies in the classroom did you come away with?
• Thinking back to your project reflections, were you surprised at the outcomes?
• What new resources did you find in the study of the content?
• As an educator, what new concepts will you now integrate into your teaching?
• Are there any ideas that presented themselves as enlightening and useful?

---

--- Sample Course Project ---

Project #3 Overview: Mindset Makeover

In the last few sections, we learned that a mindset is a particular state...a "frame" of mind. While one might have a particular frame of mind about a person, place, or thing, it can be changed. This is the critical difference between mind and mindset. The functions of mind are carried out by brain. If a person decides to change the frame of mind, brain will carry out that function. We distinguish two states for mindset: fixed and growth.

Growth mindset sounds good. Feels good. But what does it mean? Why is one person's mindset "growth" and another's "fixed?" What constitutes the difference? Is my mindset always growth, or am I sometimes fixed? It's hard to find someone who proclaims, "I want to have a fixed mindset?" Mindset can be confusing and frustrating for people even when they say they know exactly what it is and how it works.

For this project, take a moment to answer the following questions:

• Have you ever heard of the misinformation presented in figure 13.1 before? Before reading this module, where would you have put your sticky note? What is your knowledge about how much of our brain we use?
• What is your understanding about how Mindset and the Reticular Activating System are conjoined? Share in detail.
• Understanding the connection of mindset and RAS, how will you use that information in supporting students in your classroom?

For Your Written Project Reflection Submission

After taking some time to answer the questions outlined above for this project, reflect on your findings using the following bullet points as a guide:

• Would you consider yourself to have a growth or fixed mindset? All the time? Partial? Working on it? Please share examples of what your mindset looks like in your daily life (stressful situations, happy times, crisis).
• How do you foster a growth mindset for the students in your classroom? How do you assess their development? What school supports do you receive in facilitating this shift? Is a mindset makeover a school-wide goal?
• What learnings about mindset will you take back to your classroom? How will it look? Who will benefit?

Visit the Module Projects section located within the Course Dashboard, and take a moment to share your findings by submitting your written project reflection.

---

Cal Poly Humboldt Credit Specifics

• Cal Poly Humboldt offers post-baccalaureate level university credit in the 700 series.
• The semester credit is post-baccalaureate level appropriate for those students with teaching credentials but not generally applicable to a master's degree program.
• Courses are letter graded on official transcripts from Humboldt.
• Cal Poly Humboldt is accredited by the Western Association of Schools and Colleges Senior College and University Commission (WSCUC), a regional accrediting agency serving a diverse membership of public and private higher education institutions.

---

Summer Option

If you are not currently teaching (ie. Summer break, you are a substitute teacher, etc.), each class offers you the ability to complete coursework independent of a classroom assignment.