Independent Study Correspondence, Pay Increases and Re-Licensure, Teacher University Graduate Courses



The Five Love Languages for Educators

EDUC 600  

Course Syllabus and Assignments

 

Course Instructor: Joseph Cíde Baca, MaEd. 727-258-7233, teacherslearningcenter@gmail.com Colorado State University - Denver Public Schools.  Vita available at website.

Credit Hours:  3 Semester Credits (post-baccalaureate professional development credits)                                    Grade Type: Letter Grade

Course Readings: The Five Love Languages by Gary Chapman (1995) Chicago, IL: Northfield Publishing. 203 pages.

 

Course Description:   

This course examines the psychological dynamics of Love Languages and their impact on social and family systems. Educators will become knowledgeable about the various types of love languages and how they apply to students in school settings. Teachers will research the issues and dynamics of attachment theory. They will discover their own type of love language and how they can apply the 5 Love Languages to education. The course examines social and psychological issues in human relations so teachers can work effectively with students and parents in classroom and school settings. (3 credits).

 


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Contact Hours:

 

Independent study courses require 45 contact hours of time for 3 credits.

 

Registration and Course Delivery Process:

 

Educators will preview and order a course at the Teachers Learning Centerís website at www.graduatecoursesonline.com. They will receive a course confirmation email that contains the North Dakota State University (NDSU) registration form, course syllabus with assignments, rubrics, evaluation and "How the Courses Work" document that explains the process and procedures for taking TLC courses.

Teachers are encouraged to ask questions by email and/or to call the instructor. They are also encouraged to discuss course content with friends, colleagues and their professional learning community (PLC) as well as with the instructor.

After completing assignments, educators will email them to the instructor in an email attachment. The assignments are read and graded by the instructor, who will discuss any improvements or revisions that need to be made by the student. A grade will be issued at the end of the term and the student may then order a transcript from NDSU

 

Course Evaluation Process:

 

Evaluation forms are emailed to the students when they register for a course.  Students can then mail the completed course evaluation by US mail to the instructor without their return address on the envelope for anonymity.  Evaluations will be mailed periodically to the NDSU office for analysis and course improvement.

 

Course Learning Outcomes:

 

1. Educators will have a working knowledge of the different types of love styles and attachment theory issues that people use for human needs and emotions.

 

2. Teachers will analyze possible causes of divorce, family issues and the impact on the affective needs of children, adolescents and student applications.

 

3. Participants will learn how to incorporate and evaluate the love languages of children, teens and students in classrooms and school environments.

 

4. Educators will be able to discern the 5 languages:  Words of Affirmation, Quality Time, Receiving Gifts, Acts of Service and Physical Touch and apply them appropriately.

 

5. Educators will participate in family, friends as well as peer discussions and research topics related to the love language topics as applied to human relations.

 

6. Teachers will write about love languages in family and society with an emphasis on attachment theory as applied to society, students and school environments.

 

Chapter Review/Reflections: Write several paragraphs summarizing the main ideas, knowledge or information you thought was significant from each chapter in the book. Extended bullet points of main issues are also acceptable. See rubric for guidelines.

 

 

 

Chapters:

1. What Happens to Love After the Wedding

2. Keeping the Love Tank Full

3. Falling in Love

4. #1 Words of Affirmation

5. #2 Quality Time

6. #3 Receiving Gifts

7. #4 Acts of Service

8. #5 Physical Touch

9. Discovering Your Primary Love Language

10. Love Is a Choice

11. Love Makes a Difference

12. Loving the Unlovely

13. Children and Love Languages

                            

Writing Assignments:            

 

After the chapter reviews, research or DVD Review, lesson or activity, write a two-page final application essay  linking key concepts from the book,  The Five Love Languages by Gary Chapman to your specific classroom context.  Compose your writings on areas of interest that are relevant to your teaching discipline or professional experience. This will enhance your capacity to apply the new concepts learned in this course. Focus your writings and activities on the concepts and strategies from the book and related assignments on how you can apply them to your school environment, teaching methodology and instructional practice.

 

Required Assignments:

  

1. Book chapter readings

2. Chapter reviews and reflections.

3. Research review

4. Project or activity

5. Final Application essay (APA or MA writing style format)

 

Email Assignments: teacherslearningcenter@gmail.com Instructor: Joseph C'de Baca 727-258-7233

 

Mail registration:  Teachers Learning Center , 11246 68th Avenue. Seminole, FL   33772

 

Grading

 

Grade Distribution

Chapter Reviews & Reflections

30%

90 - 100 = A

Research Article Review

20%

80 - 89 = B

Project or Activity

30%

70 - 79   = C

Application Essay 20% 0- 69 = D - F

Total

100%

                                       

 

 

 

Letter Grade

%

Possible Points                       Points Earned

 

A

90-100

    100

 

B

80-89

      70

 

C

70-79

      50

 

Re-Write Assignments

 

Based on Rubric                Score

 

 

 

 

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The Five Love Languages for Educators

 

Course Assignments and Rubrics:

 

Chapter Reviews/Reflections

 

 

Chapter Reviews/Questions

Basic (50 pts.)

Proficient (60 pts.)

Advanced (70 pts.)

Read the book and write chapter reviews and reflections for each chapter.

Write several paragraphs about the ideas, knowledge, and information that you thought was significant from each chapter.

Consider reflecting on a paragraph or a concept that was enlightening and applicable to teaching.

Address any state, district, or national academic standards.

Expanded bullet points of main issues are also acceptable.
Include your personal experiences, ideas, and critical analysis.

 

 

Writes a basic narrative of the chapters’ contents.

Includes major points expressed by the author.

Includes at least one citation or example.

 

 

Writes a general narrative of the chapters' contents with limited personal reflection.

Expresses major points of each chapter.

Writing includes any state, district, or national academic standards that apply.

Includes several citations or examples.

 

 

Writes a complete narrative of the main points of each chapter.

Writes personal reflections that include the student's experiences with these issues as they relate to their personal classroom experience.

Expresses major points of each chapter and provides in-depth elaboration.

Includes any state, district, or national academic standards that apply.

Includes critical analysis of the course’s positive and/or limiting content and offers solutions as they apply to instructional applications in classrooms and schools.

Error-free.

Academic Standards: Academic standards that apply to this course will vary from state to state. Visit your district or state educational websites for academic standards that may apply to specific courses or subject areas and apply them as needed.

 

 

Research Article Review Rubric Assignment:

 

Article  Review

Basic (10 pts)

Proficient (15 pts)

Advanced (20 pts)

Research course topic and locate a relevant article that relates to the course content. Attachment Theory issues regarding children and teens are preferable.

Write an article   review and personal reflection connecting article with the course content and school environment.
(3 to 6 pages)

*Include a copy of the article utilized in this assignment.

Writes review of article with basic citation information and briefly shows connection between course and article content.

 

 

Writes review of article with a few references of information.

Some critical analysis and solutions.

Explores the connection between course and article content, showing full understanding of both interrelationship for teaching considerations.

 

 

Writes review of article with several informative references and thoroughly demonstrates the connection between article and course content.

Reflection incorporates abstract and critical analysis and alternatives or solutions. 

Personal experiences and perspectives are included. 

Review applies information learned to potential classroom situations.

 

 

 

Required Lesson/Unit Plan or Activity Rubric

 

Activity Lesson/Unit Plans

Basic (10 pts.)

Proficient (20 pts.)

Advanced (30 pts.)

Write a discipline plan, lesson or activity that demonstrate the course concepts in a school classroom or instructional environment.

Other activities include: staff  development,

state academic standards, parent outreach, department or committee work, curriculum development, presentations, and school events.

Creates a minimal activity and lesson plan that briefly demonstrates a simple application of a course concept or strategy that can be utilized in classrooms for instructional and/or evaluative applications.

 

Creates a general activity and lesson plan or unit plan that demonstrates two or more course applications of the various topics or concepts.

Includes any state, district, or national academic standards that apply.

Contains a variety of teaching or learning styles and concrete or abstract  practical applications of a concept from the course materials.

 

Creates a detailed activity and lesson plan or unit plan that includes a variety of teaching and learning styles.

Contains concrete and abstract activities for practical classroom applications of several concepts from the course content.

Addresses any state, district, or national academic standards in the activity.

Creates a lesson plan or activity that helps students utilize course content to apply the knowledge or skills to school curriculum for their affective needs and improving academic achievement.

 

Final-Application Essay Rubric Assignment

 

Final-Application Essay

Basic (10 pts.)

Proficient (20 pts.)

Advanced (30 pts.)

Write an essay linking all the course content or assignments, and show how they can be applied to teaching students, schools, and personal development.

 

Writes an essay addressing how the course content can be applied to classroom instruction, student achievement, and the overall school environment.

 

Writes an essay with one or two examples of how various course concepts can be developed and implemented in the classroom and school environments.

Writing addresses any state, district, or national academic standards.

 Addresses instructional methods, teaching strategies and effective lessons as well as students' affective needs and academic achievement.

 

Writes a thorough essay with multiple examples of how various course concepts can be developed and implemented in classroom and schools.
Includes student's personal and experiential reflections and any state, district, or national academic standards that apply.
Writing has critical analysis of the course’s positive and/or limiting content and offers solutions as they apply to instructional applications in classrooms and schools.

Addresses instructional methods, teaching strategies and effective lessons as well as the affective needs of students along with academic achievement.

 

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Feel free to email or call the instructor
Joseph C'de Baca with any questions.

teacherslearningcenter@gmail.com
1-727-258-7233
To pay by check remit to:
Teacher's Learning Center
11246 68th Ave.
Seminole, FL 33772

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