Why is it powerful “to think like a coach when beginning to design a literacy professional learning project? In this module, we overview the field of disciplinary literacy and introduce the four-part coaching framework that can effectively drive your capacity building work with teachers. You will also be asked to think about the current state of literacy teaching and learning in your context and then determine the next steps needed to build a strong disciplinary literacy professional learning initiative.
Why is an effective literacy assessment necessary in designing professional learning? This module will introduce you to the six critical steps in designing a literacy needs assessment that will inform you of the literacy teaching and learning strengths and areas of need in your school or district, which is essential to know in designing a strong literacy initiative. We also provide access to the Carnegie Content Area Literacy Survey, which is an easily alterable online survey tool you can use with teachers and students. Analysis of this survey data can help you determine the next steps in the design of your professional learning project.
Why should we differentiate learning for adults? In this third module, you will learn the importance of differentiating the learning for the adults in your school. You will learn enough about Constructive Developmental Theory to understand how learning might look different for instrumental, socializing and self-authoring learners and when and how each type of learning might have a place in your professional learning project. You will also learn about human and social capital distinctions and how this might influence the teams, departments and the school culture in which you work, and ultimately how these distinctions might influence the design of your professional learning initiative.
What will your professional learning design look like? By the end of this module, you will be ready to complete a draft of your literacy leadership action plan. You will read a case study of a recent disciplinary literacy professional learning project, consider its relevance to your context, and decide which elements you might borrow or adapt for your own professional learning initiative. You will learn about and decide which professional learning structures and routines will help you reach your goals. You will also think about who will participate in this initiative, the timing of various action items and the scope and sequence of the learning over months or years.
How can literacy tools and strategies enable students to learn and communicate content knowledge? In this foundation-building course, we discuss the challenges adolescents face reading, writing and communicating in their various academic content classes and introduce a framework for thinking about disciplinary literacy tools and strategies to support learning across academic disciplines. We also introduce the six domains of disciplinary literacy (disciplinary literacy, vocabulary, discussion, digital literacy, multiple texts, and writing to learn) that will help to form a bridge between teacher instructional strategies and student content learning. Finally, we introduce our publications and website resources that will help teachers enhance their instruction to meet context specific student learning challenges.
What are the various text types that students encounter and how can we help them read and make sense of this vast variety? In this course we introduce these texts and the habits of mind that experts use to build and communicate knowledge in their fields. We highlight some of the challenges these texts pose to students and how disciplinary literacy tools and strategies can help students learn content information. In the second part of this course, we explore ways to build disciplinary literacy teaching and learning skills school and district wide.
Why is vocabulary knowledge so important? In this course we introduce key research pertaining to vocabulary teaching and learning, the socio-economic effects on early word learning, how vocabulary knowledge and reading comprehension are related, and the associated instructional implications for secondary teachers. We then overview how academic language is challenging for students, which kinds of words to spend time teaching, and the particulars of facilitating word learning with English language learners and other student populations. Finally, we introduce an interdisciplinary vocabulary-learning program and online tools that can help you decipher which words are most important to teach in the content specific texts you use in class.
In this course we introduce a three-part framework to enhance discipline specific vocabulary learning within the context of your unit and lesson learning goals. These three interconnected pieces are: 1) create a language-rich, word curious classroom; 2) teach word-learning strategies; and 3) strategically choose which words to teach. You will learn ways to create a language rich learning environment, learn a variety of strategies to enhance vocabulary concept learning in your classroom, and learn to use a framework to help you choose which words to teach. Finally, we introduce some key word learning strategies from our shop and how you might adapt them to meet your context and learning objectives.
Students will disagree with each other. That’s fine. But they need to be taught how to disagree: The phrase, “I see it so differently,” invites difference and clarification; “That’s stupid,” shuts off conversation. According to Erdmann and Metzger, “Discussion is the queen of lesson plans: an essential, prominent, but often under-taught tool for the classroom teacher. Although discussion is the most difficult classroom format to plan and to manage, it is also the ultimate bridge between reading and writing. Nothing in the secondary classroom is harder to plan and lead effectively, except perhaps differentiated instruction. No one is born knowing how to lead discussion; it took us years in the classroom—but it can be learned.” In this course, we provide specific tools and resources to help your students shorten their learning curve toward rich discussion.
High-quality academic discussions that contribute to student learning are reciprocal, typically collaborative, sometimes exploratory, and usually open-ended. In the classroom, such discussions encourage students to share their perspectives, so that comprehension of a text or concept becomes a process of reconciling potentially competing perspectives to illuminate each other and helps generate deeper student understanding. In this course, we look closely at the ways that teachers use their instructional talk to strengthen student learning and provide assessment rubrics to help students understand the importance of oral presentation in your content area.
How do we determine what level of difficulty will be appropriate for our students, especially those who are struggling? This short course provides a quantitative framework for measuring text complexity (which considers aspects of text, such as sentence length and the number of infrequent words) and a qualitative rubric developed for informational and narrative texts. Additionally, we explore how readability formulas are arrived at, explain how they can be useful but also misleading, and provide online tools that teachers can use if they want to determine a text's readability level.
While textbooks can be important sources of information in middle and high school classrooms, teachers wishing to encourage critical thinking and strategic reading often introduce multiple texts to students—at different reading levels—to promote understanding and engagement with content-area concepts. In this course, participants will explore the various text types available in their disciplines, as well as how different text types might be used to support student learning. Participants will be introduced to the notion of text sets—groups of texts related to the same content-area topic. We will examine example text sets and create an example that leads students to use key disciplinary habits of the mind.