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This course provides professional educators the fundamentals of teaching mindfulness in the classroom environment. Participants examine attitudinal qualities of mindfulness and specific mindfulness practices utilized in teaching mindfulness. Topics include mindfulness curriculum and effective learning environments for teaching mindfulness.
Obtain current textbook information by viewing the campus bookstore online or visit a campus bookstore. Check your course schedule for the course number and section.
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- Examine the history of teaching mindfulness. (CCC 5: PGC 2)
- Examine effective strategies to incorporate the six domains of mindfulness to create an effective learning environment. (CCC 1, 2, 4; PGC 1, 2, 4, 6)
- Examine strategies to create an effective learning setting for teaching mindfulness. (CCC 1, 2, 4; PGC 3, 6)
- Deliver specific mindfulness-based interventions. (CCC 3, 4; PGC 3)
- Deliver didactic presentations of mindfulness content. (CCC 3, 4; PGC 3)
See Core Curriculum Competencies and Program Graduate Competencies at the end of the syllabus. CCPOs are linked to every competency they develop.
Upon completion of this course, the student will:
- Examine the history of teaching mindfulness.
- Identify the eastern and western origins of mindfulness.
- Examine the progression of mindfulness practices from early encounters in history and modern practices.
- Examine effective strategies to incorporate the six domains of mindfulness to create an effective learning environment.
- Identify similarities and differences in various mindfulness-based curricula.
- Give examples of the six domains of the Mindfulness-based Interventions: Teaching Assessment Criteria (MBI:TAC).
- Review specific mindfulness-based interventions.
- Explain the difference between formal and informal mindfulness practices.
- Identify specific language used in guiding mindfulness-based interventions.
- Differentiate between inquiry and other forms of communication.
- Summarize the scope, sequence, and assessment of the mindfulness-based curriculum.
- Examine strategies to create an effective learning setting for teaching mindfulness.
- Identify the qualities of the “doing mode of mind” and the “being mode of mind” in the learning setting.
- Explain the importance of being process-oriented in the mindful learning setting.
- Explain the characteristics of an effective mindfulness teacher.
- Examine how to embody the nine foundations of mindfulness practice.
- Deliver specific mindfulness-based interventions.
- Prepare a demonstration of mindful yoga, awareness of breath meditation, body scan, and walking meditation.
- Employ the conversational method of inquiry as it is used in mindfulness-based interventions.
- Use specific inquiry-based communication to assist participants work through adverse situations, troubling thoughts, and difficult emotions.
- Deliver didactic presentations of mindfulness content.
- Describe the functions of didactic presentations.
- Match didactic presentations with mindfulness-based course materials.
- Produce in-class didactic activities using mindfulness-based course materials.
- Perform a stress-physiology didactic presentation.
The grade will be determined using the Delaware Tech grading system:
| 90 | – | 100 | = | A |
|---|---|---|---|---|
| 80 | – | 89 | = | B |
| 70 | – | 79 | = | C |
| 0 | – | 69 | = | F |
Students should refer to the Student Handbook for information on the Academic Standing Policy, the Academic Integrity Policy, Student Rights and Responsibilities, and other policies relevant to their academic progress.
Calculated using the following weighted average
|
Evaluation Measure |
Percentage of final grade |
|
Logbook Entries (summative) |
10% |
|
History of Teaching Mindfulness Essay (summative) |
10% |
|
Collaborative Inquiry Practice (summative) |
20% |
|
Mindfulness-Based Intervention Demonstration (summative) |
20% |
|
Didactic Presentation on Stress Physiology (summative) |
30% |
|
Formative Assessment Activities |
10% |
|
TOTAL |
100% |
- Apply clear and effective communication skills.
- Use critical thinking to solve problems.
- Collaborate to achieve a common goal.
- Demonstrate professional and ethical conduct.
- Use information literacy for effective vocational and/or academic research.
- Apply quantitative reasoning and/or scientific inquiry to solve practical problems.
- Develop and apply a dynamic approach to teaching that is grounded in pedagogical principles and an appreciation for the needs of diverse learners.
- Design and develop learner-centered courses based on sound instructional design principles.
- Apply learner-centered instructional strategies to enhance student engagement, learning, and success.
- Design and implement a variety of formative and summative assessments to evaluate learning, communicate feedback, and guide instruction.
- Leverage appropriate technologies to advance teaching and learning.
- Engage in continuous development to maximize instructional effectiveness.
The College is committed to providing reasonable accommodations for students with disabilities. Students are encouraged to schedule an appointment with the campus Disabilities Support Counselor to request an accommodation needed due to a disability. A listing of campus Disabilities Support Counselors and contact information can be found at the disabilities services web page or visit the campus Advising Center.