Constructive Classroom Conversations: Improving Student-to-Student Interactions

(October 3rd, 2017 - January 9th, 2018; Registration will start on August 14th!)


The College-and-Career Ready standards emphasize improving the quality of student-to-student discourse as a major feature of instruction. The new standards specifically describe the importance of students understanding the reasoning of others and engaging in meaningful conversations using evidence for claims. Yet this type of student-to-student interaction tends to be rare in classrooms. Common classroom teaching activities such as whole class discussions, jigsaws, and think-pair-shares can have the appearance of constructive interactions, but they often do not provide adequate opportunities for all students to engage in back-and-forth dialog. This course looks closely at student-to-student conversations and addresses ways to improve students' abilities to engage in the types of interactions described in the new standards. We will also examine the use of formative assessment as an instructional practice to gauge where your students are in their learning by gathering evidence of their learning, assessing the evidence, and planning the next steps in instruction.


Integrating Language Development and Content Learning in Math: Focus on Reasoning

(October 3rd, 2017 - March 6th, 2018; Registration will start on August 14th!)


The main goal of this course is to support mathematics teachers in getting better at hearing, seeing, and supporting students' English language development in the context of mathematical reasoning. Here we will provide a framework for organizing strategies and special considerations to support English language learners in learning both mathematics and academic uses of language. This framework is intended to help teachers address the specialized academic language demands in math when planning and delivering lessons, including the demands of reading, writing, speaking, listening, conversing, and representing in math. The course includes instructional activities and routines to be used across lessons and units to meet the linguistic and cultural needs of English learners and other students who struggle with the language demands of learning math. Even though listening, speaking, reading, writing, and conversing are highly intertwined and interdependent, often happening in one lesson, we have chosen to emphasize them separately in this course's sessions, in order to build up your expertise in each one.


California Leadership for English Learner Success

(October 3rd, 2017 - January 19th, 2018; Registration will start on August 14th!)


This course is designed to support educational leaders in driving educational change for English Learner (EL) students in California. Participants are guided through a process of examining existing systemic thinking and structures around the education of English Learners, using tools to look more deeply at practices for ELs, and developing or refining a plan to propel systemic change and shift practices. The overall goal is for participating educators to better understand ELs in their context, including their schooling experiences, needs, and successes, and use what they learn to design and implement higher quality educational experiences that build disciplinary knowledge and skills. Participants will hear from both experts in the field as well as from district leaders on how LCAP/LCFF can be used to drive systemic improvements in the education of English learners.