...serving over 14,000 Ohio teachers since 2000
Finding the Sweet Spot - Finding the Right Amount of What Matters Most in Your Students’ Life and Your Classroom
Online 3 Graduate Credit Hours
Instructor: Kelly Moran, Ed.D.
Cell Phone: (440) 376-0673
Email: kellyannteacher@gmail.com
Classroom Location: NA, online
Office hours: anytime, simply send an email. I will respond within 24-48 hours.
INTRODUCTION
This Course is thoughtfully crafted to enhance the proficiency of educators in understanding what the research has to say about the best amount of factors that assist in living a healthy life and a well balanced learning experience for students. This course is designed for paraprofessionals, teachers, administrators, and district leaders seeking the best practices in lifestyle and routine choices informed by research. Participants will actively engage in intellectual and reflective exercises aimed at expanding their understanding of effective strategies for implementing sound practices around topics such as: exercise, eating, social media, sleep, and caffeine.
Throughout the course, participants will explore self regulation techniques that contribute to the development of robust diagnostic self assessment and lifestyle development. The focus will extend beyond a narrow view of what is recommended as best practice to encompass large scale strategies applicable to changing the trajectory of lifestyle choices for students and how our role as educators can help to set students up for success in school and life. Emphasis will be placed on how to determine the productive and beneficial amount of behavioral practices to maximize learning, success, and health and why the development of self reflection is powerful.
This course is geared towards empowering educators to adeptly incorporate lessons learned from what researchers have determined through data collection to be best practice and most beneficial. By delving into data as well as a wide range of perspectives and approaches, participants will be equipped to foster a culture of health and wellbeing in their classrooms, schools, and districts. In order to build lasting change in our school systems, we need to be armed with current and sound research.
Ohio’s Strategic Plan for Education, ODE’s Each Child, Our Future, includes 10 priority strategies that support accessible and quality learning experiences for children. Of the ten strategies, three apply specifically to excellent educators and instructional practices. We cannot expect teachers and leaders to perform their best if they are not in good physical, mental, and emotional health. This course aligns with the three educator strategies in the state’s plan (outlined below) as it affords teacher leaders the skills, content, and experiences necessary in growing and refining their personal and collective health and wellness knowledge and practices.
The following are the Excellent Educators & Instructional Practices referenced in ODE’s strategic plan:
Strategy 1: Increase the supply of highly effective teachers and leaders and provide supports to ensure they are effective or highly effective.
Strategy 2: Support every principal to be highly effective—especially those leading schools that serve the neediest children
Strategy 3: Improve targeted supports and professional learning so teachers can deliver excellent instruction today, tomorrow and throughout their careers.
COURSE DESCRIPTION
Understand what research says about the ideal amount of lifestyle elements that affect learning in school in this dynamic and comprehensive course designed for educators and instructional leaders at all levels. This class is tailored for teachers of all grade levels and content areas, paraprofessionals, administrators, and district leaders seeking to deepen their expertise in ways to help promote healthy teaching and learning. This engaging course takes a multifaceted approach to elevate participants' abilities to assess the amount in which we as educators and our students engage in activities such as homework, social media, sleep, work, etc.
Through a blend of research insights, evidence based strategies, and application activities, educators will gain valuable tools to create an action plan for improving overall practice in one’s classroom, school, and district.
This is a 100% online asynchronous class and no face to face meetings are required to complete this course.
ACADEMIC INTEGRITY
Academic integrity and responsible research are central to any institution’s academic mission. Plagiarism or academic dishonesty of any kind is unacceptable; if you turn in work that uses ideas or words from another source without proper documentation and citation, you will receive a failing grade. If you do not know the proper methods for citing and documenting sources, see me—ignorance will not be an acceptable excuse. Any form of plagiarism may result in receiving zero (0) points for that assignment. Any form of plagiarism may result in receiving zero (0) points for that assignment.
DISABILITY STATEMENT
Any student having an identified disability, which will need accommodations for this course, must meet with the Director of Instructional Delivery Services as soon as possible. Accommodation will be made as needed when the professor is notified by the Director that such accommodation has been approved. For further information regarding accommodations please contact the Director or visit the IDS website.
PROFESSIONAL DISPOSITIONS
All teachers are expected to demonstrate the professional dispositions adopted by the Licensure Code of Professional Conduct for Ohio Educators.
INSTRUCTOR’S STATEMENT
This syllabus may be modified at any time by the instructor. The class will be informed of any changes, but it is the responsibility of the students to make themselves aware of these changes. Please contact me in case of any confusion, concern or question.
REQUIRED TEXTS
All required readings are linked in this week-by-week assignment document.
Recommended readings (not required) include:
Happier Hour by Cassie Holmes
Better than Before by Gretchen Rubrin
COURSE OBJECTIVES
|
National and State Standards |
Knowledge Objectives |
Learning Tasks |
Assessment Tasks |
|
Standard Alignment (OSTP) |
Evidence that demonstrates competence includes the ability to: |
Course objectives are introduced & explored through: |
Course objectives are assessed through: |
|
OSTP 1
|
Identify key research findings related to the impact of exercise, nutrition, sleep, social media use, and caffeine on cognitive performance, emotional regulation, and overall wellbeing. |
Video Lecture Article Readings Discussion Posts |
Assigned Readings Discussion Posts Lesson Quizzes Graphic Organizers Written Reflections |
|
OSTP 2
|
Explain the connection between educator and student lifestyle habits and their influence on academic and personal success.
|
Video Lecture Article Readings Discussion Posts |
Assigned Readings Discussion Posts Lesson Quizzes Graphic Organizers Written Reflections |
|
OSTP 2
|
Describe the role of self-regulation and self-reflection in promoting healthy behaviors and decision-making. |
Video Lecture Article Readings Discussion Posts |
Assigned Readings Discussion Posts Lesson Quizzes Graphic Organizers Written Reflections |
|
OSTP 2
|
Develop self-assessment tools to evaluate personal and professional habits and identify opportunities for improvement. |
Video Lecture Article Readings Discussion Posts |
Assigned Readings Discussion Posts Lesson Quizzes Graphic Organizers Written Reflections |
|
OSTP 1
|
Apply evidence-based strategies to promote healthy lifestyle choices in students and staff, including physical activity, balanced diets, and appropriate technology use. |
Video Lecture Article Readings Discussion Posts |
Assigned Readings Discussion Posts Lesson Quizzes Graphic Organizers Written Reflections |
|
OSTP 2,4,5
|
Facilitate discussions and activities that encourage students to develop self-regulation skills and make informed lifestyle decisions. |
Video Lecture Article Readings Discussion Posts |
Assigned Readings Discussion Posts Lesson Quizzes Graphic Organizers Written Reflections |
|
OSTP 1,2,4
|
Create actionable plans to integrate health-promoting routines and practices into classroom, school, or district settings.
|
Video Lecture Article Readings Discussion Posts |
Assigned Readings Discussion Posts Lesson Quizzes Graphic Organizers Written Reflections |
|
OSTP 2, 4
|
Design systems or programs to support the development of healthy behaviors in students, focusing on sustainable and equitable approaches. |
Video Lecture Article Readings Discussion Posts |
Assigned Readings Discussion Posts Lesson Quizzes Graphic Organizers Written Reflections |
CLASS PARTICIPATION
Students are expected to actively engage in online class discussions, article readings, online tasks, and individual assignments. Students are also encouraged to ask questions and use analytical reflection and conceptual skills to develop their own thoughts and conclusions on how to apply learned concepts to their respective work environments.
Class participation rubric: IDS Participation Rubric
ASSIGNMENTS For almost every week in the course there will be five assignments.
➤Assignment one (read) - a weekly reading assignment.
➤Assignment two (lecture) - an assignment in which you will watch a short recorded lecture by the professor.
➤Assignment three (watch) - a viewing assignment in which you will watch a posted video.
➤Assignment four (create)- a weekly artifact posting assignment. You will be required to post an artifact you create related to a given prompt or participate in a discussion post with classmates.
➤Assignment five (listen)- a weekly listening activity (usually a link to a podcast episode)
GRADING - ASSIGNMENT POINTS
|
30 points |
|
|
Artifact Assignments (9 total) |
12 points each / 108 points total |
|
80 points |
|
|
|
Total course points available - 218 |
It is the responsibility of the student to track their grade and maintain assignments according to the due dates posted..
GRADING SCALE
|
A 93 to 100 A- 90 to 92.99 |
B+ 87 to 89.99 B 83 to 86.99 B- 80 to 82.99 |
C+ 77 to 79.99 C 73 to 76.99 C- 70 to 72.99 |
D+ 67 to 69.99 D 63 to 66.99 D- 60 to 62.99 |
F 0 to 59.99 |
ASSIGNMENT DESCRIPTIONS:
A week-by-week glance and description of all assignments can be found here.
I suggest that you make a copy of this document so that you can check off completed assignments as you go along. In addition, you will then have a repository at your disposal moving forward of helpful and useful wellness resources.
Please note: All assignments are due at 11:55 p.m. on the date listed.
Late Work: Overdue work will only be accepted within five days of the original due date. Remember that your final grade is calculated according to the above percentile weights. If you have questions about assignment grades, those concerns must be discussed personally with the professor within one week of receiving the corrected work from the professor. No overdue work will be accepted after the last regularly scheduled class meeting. Please note: no late assignments accepted for the final project.
CARNEGIE UNIVERSITY CREDIT CALCULATION
Students are awarded credit for classes on the basis of the Carnegie unit. This defines a semester unit of credit as equal to a minimum of three hours of work per week for a semester.
|
Course Type |
Unit Value |
Lecture Hours Per Week |
Lecture Hours per semester |
Lab / Hybrid hours per week |
Homework hours per week |
|
Lecture |
1 SH |
1 |
16 |
NA |
32 |
|
Lecture |
2 SH |
2 |
32 |
NA |
64 |
|
Lecture |
3 SH |
3 |
48 |
NA |
96 |
References:
Centers for Disease Control and Prevention (CDC):
"Whole School, Whole Community, Whole Child (WSCC) Model"
Link to WSCC Model
Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement.
Holmes, C. (2022). Happier hour: How to beat distraction, expand your time, and focus on what matters most. Gallery Books.
Grant, A. (2021). Think Again: The Power of Knowing What You Don’t Know.
Rubin, G. (2015). Better than before: What I learned about making and breaking habits—to sleep more, quit sugar, procrastinate less, and generally build a happier life. Crown Publishing Group.
Exercise and Cognitive Performance
Ratey, J. J. (2008). Spark: The Revolutionary New Science of Exercise and the Brain.
Centers for Disease Control and Prevention (CDC): "The Association Between School-Based Physical Activity, Including Physical Education, and Academic Performance
Nutrition and Cognitive Function
Fernandes, P. S., et al. (2022). "The impact of nutrition on cognitive performance: A systematic review of dietary interventions."
Harvard School of Public Health: "The Nutrition Source: Healthy Eating Plate"
Link to guide
Sleep and Learning
Walker, M. P. (2017). Why We Sleep: Unlocking the Power of Sleep and Dreams.
Carskadon, M. A. (2011). "Sleep in Adolescents: The Perfect Storm."
Social Media and Mental Health
Twenge, J. M. (2017). iGen: Why Today's Super-Connected Kids Are Growing Up Less Happy—and What That Means for the Rest of Us.
Pew Research Center: "Teens, Social Media & Technology 2022"
Link to report
Common Sense Media: "The Common Sense Census: Media Use by Tweens and Teens 2021"
Visit site
Caffeine and Energy Regulation
Temple, J. L., & Ziegler, A. M. (2011). "Caffeine and Adolescents: What We Know, What We Have Left to Learn, and Why We Should Worry."
Miller, K. E. (2008). "Energy Drinks, Race, and Problem Behaviors Among College Students."
Self-Regulation and Mindfulness
Duckworth, A. L., & Gross, J. J. (2014). "Self-Control and Grit: Related but Separable Determinants of Success."
Siegel, D. J. (2010). Mindsight: The New Science of Personal Transformation.
McGonigal, K. (2012). The Willpower Instinct: How Self-Control Works, Why It Matters, and What You Can Do to Get More of It.
Other Tools and Resources for Educators
The Harvard Graduate School of Education: "Making Caring Common" project: Research-based strategies for creating caring school communities.
Visit site
The World Health Organization (WHO): "Promoting Physical Activity in Schools"
Link to WHO resource
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