New College- and Career-Ready standards emphasize the importance of speaking, listening, and engaging in argumentation as both a means of learning learning AND a valuable goal of learning. Starting March 20, Drs. Sara Rutherford-Quach, Jeff Zwiers and Erika Johnson at Stanford Graduate School of Education will offer an online professional development course that focuses on student argumentation, Supporting Student Argumentation in English Language Arts and Social Studies. The overall purpose of this course is to help teachers prepare students, and particularly language learners, to clearly communicate well-structured oral and written arguments about content-area concepts and topics.
This course consists of five online sessions, which will be released in succession. Each session includes expert video screencasts, classroom video clips, readings and resources, and assignments that will prompt participants to strengthen the curricular foundations of communication. Participants are free to complete the session tasks at their own pace as long as they finish them before the course sends on May 31. During the course, participants will learn to:
listen purposefully to assess student argumentation
craft effective prompts and create argumentation opportunities within lessons
model and build activities for identifying, evaluating, and improving argumentation supports
provide productive feedback to students and make instructional changes to strengthen arguments
This argumentation course is based on a previous course offered by Rutherford-Quach and professors Karen Thompson and Kenji Hakuta. The current course has been revised and augmented based on participant feedback and to reflect the content-area specializations. Classroom teachers and instructional coaches are encouraged to take the course together with their colleagues and friends.
Instruction and leadership-focused Courses
We held an informational webinar on August 22 that provided additional information about all of our instruction and leadership-focused courses.
Hybrid Professional Development Approaches
In addition, our experience shows that the most successful online course completion rates are achieved when participants collaborate in face-to-face settings between the online sessions, such as in organized professional learning communities or during after-school meetings led by district coaches. We hosted an additional webinar on August 23rd that shared ways that districts can configure hybrid professional development approaches to increase participation and completion rates.
Offered by New York State Education Department’s Office of Bilingual Education and World Languages, this hybrid-learning initiative supports NY district leaders and leadership teams to improve district systems and foster ELL/MLL success. This two-year professional learning opportunity is led by WestEd and Stanford University, with funding from the Bill and Melinda Gates Foundation.
See Information and application materials here: