CSCTL Certification Programs

Programs and Course Offerings

When teachers engage children in learning activities, children are to learn to think and develop knowledge, and teachers are to guide them in their learning activities. However, traditional teachers often focus exclusively on content and related activities, neglecting the essential aspect of students’ cognitive processes during their learning journeys. When students’ thinking or interests negatively influence students’ actions, traditional educators frequently place blame on the students themselves, overlooking the responsibility of the adult to understand and educate children. This oversight is particularly evident when teachers rarely consider how or what students think when they learn; instead, most teachers rely on their own interpretations of what children need, misplacing assumptions for understanding children’s interests or concerns. Nonetheless, it is important to recognize that children are profoundly influenced by their experiences, both how and what they think about, suggesting a need for educators to adopt a more reflective approach to teaching, embracing and understanding students’ experiences to foster a more effective and engaging learning environment.

With training in and knowledge of the CSCTL methods, teachers learn to answer the following questions; (1) what are the phases of thinking and of lessons? (2) What are the origins of the phases of thinking and lessons? (3) What are the relevant activities in the phases of thinking or lessons? (4) how might phases of thinking be related to phases of lessons? (5) How might teachers structure their learning activities to engage and help students to learn more effectively, and (6) What are spontaneous and deliberate thinking activities, and how are they related?

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CSCTL Course Offerings

We offer the courses shown below, emphasizing the importance of engaging teachers in activities centered on students’ interests and cognitive processes. Specifically, the courses and professional development services detailed below are designed to equip teachers with innovative tools and strategies, help to enhance teaching practices and, improve students’ learning achievements. By focusing on students’ interests, CSCTL programs are aimed to foster educational environments that encourage curiosity, critical thinking, and personal growth, leading to a deeper understanding of content materials and academic success. Through collaborative tasks, hands-on activities, and ongoing support, teachers learn to become advocates for students, ensuring that each child can achieve their full potential.

Course TE 7001 –

(1) Become a Skilled CSCTL Teacher – Develop an increased understanding of students’ interest

Course TE 7002 –

(2) Become a Skilled CSCTL Teacher – Hone your teaching practices and skills

After this course, participants will be able to answer the following questions:

(a) What are the phases and purpose of students’ thinking?

(b) What are the activities that a person engages in the various phases of thinking?

(c) How are the activities of the various phases of thinking related to one another?

(d) How are phases of spontaneous thinking connected and related to phases of activities of deliberate thinking?

Course TE 7003 –

(3) Become an Associate – Develop understanding of the Connections Between categories and phases of thinking.

After this course, participants will be able to answer the following questions:

(a) What are the elements of activities of thinking intended to achieve progress?

(b) How are the activities of the phases of thinking intended to achieve progress related to activities of phases of lessons

(c) What are the fundamental differences between traditional and progressive teaching focus and practices?

Course TE 7004 –

(4) Become a Consultant (MS Ed in CSCTL) – Develop effectiveness in structuring and utilizing CSCTL lessons to address learning challenges.

After this course, participants will be able to answer the following questions:

(a) What are the categories of interest (thinking); how do they explain the connections between phases of activities of thinking and lessons?

(b) What are similarities and differences among categories of interest, phases of thinking, and phases of a well structured lesson,

(c) How do activities of the phases of thinking intended to achieve progress related to activities of the phases of a well structured lesson?

(d) How does a teacher choose the phases of thinking to emphasize when using the CSCTL methods as a classroom management tool?

Course TE 7005 –

(5) Franchise (CAS in CSCTL) – Become a CSCTL expert and Professional developer

After this course, participants will be able to answer the following questions:

(a) How do activities of the various phases of thinking contribute to student learning achievements and progress in general?

(b) What are the elements or best example of a CSCTL lesson plan and lesson plan template

(c) What are the phases of the activities of thinking that help to achieve progress?

(d) How might a teacher delivered instruction using the CSCTL lesson plan?

(e) How might a teacher delivered instruction using the CSCTL lesson plan to address a given classroom problem or challenge?

​Each of Courses TE 7001, TE 7002, and TE 7003 above are six (4) credit hour courses and Courses TE 7004 and TE 7005 are eight (8) credit hour courses. Completion of Courses TE 7001 – TE 7005, the five (34 credits) courses leads to an award of Master Degree in CSCTL methods and the 34 credits courses with a capstone leads to an award of a Certificate of Advance Studies (CAS) in CSCTL methods from New York Institute of Teachers Education.

​Professional Development

We also offer the CSCTL Professional Development Services to school districts in any of the three formats stated below. (Click the link following each section to get a detailed list CSCTL courses).

(I) Instructor Guided Learning Activities – Prerequisite – Licensed Teacher.

(a) Course Instructor will discuss course contents, requirements, and expectations in the first and/or second sections of the course with students. 

(b) The Course Instructor will also evaluate participants’ written assignments, give feedback, and help participants to easily complete the assignments and understand the CSCTL learning activities.

(c) Grades are assigned to participants’ performances, and certificates are issued to students upon completion of each section.

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(II) Independent Learning Activities – Prerequisite – Licensed Teacher

(a) Participants receive study materials which they can print and study privately and at their own space and time.

(b) They write and explain any problem they may be having and receive feedback from a CSCTL experts who respond to their inquiry within 48 hours.

(c) No grade is assigned to participants’ performances and no certificate is issued at the end of a course or courses.

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(III) On-site professional development services – Prerequisite – Licensed Teacher.

(a) Participants meet with CSCTL experts for two or three days to discuss theories and material regarding content and strategy Centered Teaching and Learning (CSCTL)

(b) First day: Participants meet with CSCTL experts and discuss theories and concepts of students’ interest and thinking.

(c) Second day: Participants meet with CSCTL experts to practice and hone their CSCTL skills. Participants develop CSCTL lesson plans and engage in practicing to deliver instruction using the CSCTL lesson plans and methods.

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