Constructive Classroom Conversations: Analyzing Student Language through Formative Assessment - (October 4 2016 - January 9, 2017)

This short course looks closely at student-to-student discourse and addresses how to facilitate student engagement in the types of interactions required by the new standards. It organizes a massive collaboration of educators who wish to support students, particularly English learners, to co-create and build upon each other’s ideas as they interact with the content. Starting with the notion that in order to improvethequalityofstudentdiscourse,educatorsneedtolistencloselytoexistingtalk,thecourseasks participants to use the formative assessment process to elicit, gather, interpret, share, reflect, and act on examples of student conversations from their classrooms. The overall goal is for participating educators to better understand student-student classroom discourse and use what they learn to facilitate higher quality interactions that build disciplinary knowledge and skills.

Total Enrollment: 1,352

Sponsored by the Hewlett Foundation


Designing for Deeper Learning: How to Develop Performance Tasks - (September 27, 2016 - January 9, 2017)

This 7-session course focuses on the design and use of performance assessments in grades 6-12, with an emphasis on developing curriculum-embedded performance assessments that fit local contexts. The initial three sessions of the course focus on building a shared knowledge base about performance assessment; subsequent sessions support the hands-on process of building performance tasks. Course activities guide participants through the development of a performance task that is aligned with worthwhile performance outcomes and embedded within a specific curricular unit. The course will use a learning-centered approach in which assessments are not only of learning, but are also events for learning.

Total Enrollment: 1017

Sponsored by the Hewlett Foundation


Effective Conversation in the Classroom: Preparing for Rich Talk in Every Lesson - (August 2 - September 30, 2016 )

New College-and-Career-Readiness standards emphasize the importance of speaking, listening, and conversing not only as a means for learning, but also as a valuable goal of learning. The first month of school is a vital time for establishing norms, building participation structures, preparing lessons, and fostering a culture of productive and respectful communication. This course will provide you with clear explanations, examples, and rationales for establishing constructive classroom conversations from the get go, when it counts the most.

Collaborating with Stanford Center for Professional Development.


New York ELL Leadership Institute Online Course (2016)(February 18 -  June 30, 2016)

This private course looks closely at the major components of the Blueprint for ELL Success in the context of research and New York State schools and districts. Participants will build a leadership team that will come away from this course with the rationale, research, and correspondence between the Blueprint and Part 154-2, and quality implementation plans and practices for ELL success. Educators will engage in leadership practices and address how to facilitate the engagement of key constituencies in the types of interactions required by the Blueprint for ELL Success and Part 154-2. REGISTRATION IS LIMITED TO EDUCATORS IN NEW YORK STATE.

Sponsored by: The New York State Education Department, Helmsley Charitable Trust


Constructive Classroom Conversations: Mastering Language for College and Career Readiness (2016) (February 18 - May 31, 2016)

This course is a modified version of the Constructive Classroom Conversations MOOCs offered twice a year since the fall of 2013. In this fourteen-week course, educators work individually and within teams to collect samples of student conversations, analyze language samples using the Conversation Analysis Tool (CAT), and plan instruction to foster students’ conversation skills. Participants join an expansive online community to discuss, implement, and reflect on constructive student-to-student conversations as powerful ways to develop language, thinking, and understanding.

Total Enrollment: 731


Integrating English Language Development and Content Area Learning: A Conversation-Based Approach (February 1 -  June 15, 2016)

This course is for teachers and others who work with English learners and other linguistically and culturally diverse students. The main focus of the course is helping teachers to use conversations to develop students' language, literacy, and thinking skills within content area classrooms. Conversations offer a host of academic, social, cognitive, and linguistic benefits, many of which you will see as you work with students and apply the ideas and reflections that emerge in the sessions. The videos, readings, and assignments in this four-session course are meant to help you create a culture of conversation in your classroom, as well as explore how you can use conversations to teach the skills of interpretation, argumentation, and application—and the language used to enact these skills—across disciplines.

Total Enrollment: 2,745

Sponsored by: Stanford-SFUSD Partnership


Designing for Deeper Learning: How to Develop Performance Tasks (April 11 - May 31, 2016)

This course focuses on building secondary educators' capacity to understand and design curriculum-embedded performance assessments while considering language and local contexts. Participants will learn features of high quality performance assessments, and develop a course-specific performance task that is aligned with a specific curricular unit and performance outcomes. The course uses a learning-centered approach where assessments are not only about measuring learning, but are also events for learning.

Total Enrollment: 1,987


Using Complex Texts to Develop Language (October 1 - December 31, 2015)

This course will be jointly offered by the University of Washington, Tacoma and Stanford University. It focuses on one of the major practices of the Common Core State Standards: support analysis of a range of grade-level complex texts with evidence. There are four sessions in total. Throughout the sessions, the participants will be able to: 1) get familiar with the basics of text complexity, including the definition of complex text, the measures of text complexity according to CCSS, and the qualitative dimensions of text complexity; 2) learn how to help students effectively analyze how language is used in complex texts; 3) explore what teachers can do to support the use and acquisition (and ownership) of language that comes from texts that students are reading; 4) design lessons that support students’ language development and content comprehension.

Total Enrollment: 2,374

Sponsored by: Project TELL


Learning as Evidence: Improving ELLs’ Argumentation Skills through Formative Assessment Practices (October 5 - November 29, 2015)

In this course teachers and administrators will use a range of practical tools for gathering and analyzing language samples that show how students currently construct claims supported by evidence and/or reasoning, as well as identifying next steps in students' development. These tools can support formative assessment and instructional planning. Focal topics include: articulating claims; linking evidence and/or reasoning to claims; and evaluating evidence and/or reasoning. This course will enable teachers and administrators to collaborate with other educators and build professional relationships that result in an online community focused on improving students' abilities to engage in argumentation across content areas.

Total Enrollment: 1,137

Sponsored by: Bill & Melinda Gates Foundation


Using Communication-Focused Activities in Designated English Language Development Lessons (October 1, 2015 - January 20, 2016)

English language development (a.k.a. English as a Second Language; English as a New Language, “Designated ELD,” Focused Language Study) takes a variety of forms in present-day schools. In many schools, teachers teach ELD for a set amount of time (e.g., 30 minutes) a day. Other ELD/ESL teachers have multiple classes each day. In many cases, teachers emphasize grammar and vocabulary. However, the grammar and vocabulary route isn’t the most effective for lasting and engaging language learning. Language was created to get things done, to communicate—and this is how students best learn it. This is where this MOOC starts. It focuses on how to design and teach activities that are saturated with communication, and, where needed, strategically develop grammar and vocabulary to support communication.
 
Each session presents the focal area to work on for the following month (e.g., listening and watching, reading and viewing, writing/multimedia output, speaking, writing, and conversation), along with model activities and lessons that emphasize the focus, analyses of the models and non-models, lessons to be strengthened by participants, and a sample “expert” modifications of lessons. Whenever possible, we include samples of activities from two levels: beginning and intermediate.

Total Enrollment: 2,374

Sponsored by: Stanford-SFUSD Partnership


Constructive Classroom Conversations: Mastering Language for College and Career Readiness (October 1, 2015 - January 5, 2016)

This course is a modified version of the Constructive Classroom Conversations MOOCs offered twice a year since the fall of 2013. In this fourteen-week course, educators work individually and within teams to collect samples of student conversations, analyze language samples using the Conversation Analysis Tool (CAT), and plan instruction to foster students’ conversation skills. Participants join an expansive online community to discuss, implement, and reflect on constructive student-to-student conversations as powerful ways to develop language, thinking, and understanding.

Total Enrollment: 1,638


Seven Essential Practices for Developing Academic Oral Language and Literacy in Every Subject (January 14 - June 8, 2015)

This course facilitates the practical exploration and expertise-building of seven essential ALD (academic language development) practices that we have identified as being powerful for developing school language and literacy across grade levels and content areas and for supporting the implementation of new standards. The course focuses on three “high-impact” practices (Using complex texts, Fortifying complex output (written and oral), Fostering academic interactions), which are supported by four essential practices (Clarifying, Modeling, Guiding, and Designing instruction). This course looks closely at the development of “language for content and content for language.” It organizes a massive collaboration of educators who wish to support students, particularly English Language Learners, in developing their abilities to use complex language.

Total Enrollment: 6,232

Sponsored by: U.S. Department of Education, The Hewlett Foundation, Televisa Foundation


Reading to Learn in Science (April 1 - June 1, 2015)

Reading and writing are fundamental to science, yet are rarely a focus of science teacher education. "Reading to Learn in Science" provides an opportunity for K-8 science teachers to learn strategies that support student comprehension before, during, and after reading. The course begins April 1. 

Total Enrollment: 3,533

Sponsored by: Televisa Foundation, The Hewlett Foundation


Growing Success for English Language Learners: Creating & Implementing Quality Math Materials (February 24 - April 21, 2015)

This short course has two purposes: 1) to support North Carolina school and district teams as they develop new math materials, based on what they have learned from implementing the Understanding Language materials, that are guided by the new standards and effective for ELLs; and 2) facilitate the implementation of these new materials in participants’ classes and schools. (The sessions and assignments are specifically designed for North Carolina educators who are involved with the NC Understanding Language Initiative.)

Sponsored by: North Carolina Department of Public Education


Growing Success for English Language Learners: Creating & Implementing Quality ELA Materials (February 24 - April 21, 2015)

This short course has two purposes: 1) to support North Carolina school and district teams as they develop new ELA materials, based on what they have learned from implementing the Understanding Language materials, that are guided by the new standards and effective for ELLs; and 2) facilitate the implementation of these new materials in participants’ classes and schools. (The sessions and assignments are specifically designed for North Carolina educators who are involved with the NC Understanding Language Initiative.)

Sponsored by: North Carolina Department of Public Education


Constructive Classroom Conversations: Mastering Language for College and Career Readiness (February 18 - May 19, 2015) 

This course is a modified version of the Constructive Classroom Conversations MOOCs offered in the fall of 2013, spring of 2014, and fall of 2014. In this fourteen-week course, educators work individually and within teams to collect samples of student conversations, analyze language samples using the Conversation Analysis Tool (CAT), and plan instruction to foster students’ conversation skills. Participants join an expansive online community to discuss, implement, and reflect on constructive student-to-student conversations as powerful ways to develop language, thinking, and understanding.

Total  Enrollment: 1,388

Sponsored by: The Hewlett Foundation, Televisa Foundation


Leadership Online Collaborative Course and Support: Creating a Strong Blueprint Implementation Plan for Your School/District (January 7 - March 29, 2015)

This private course looks closely at the major components of the Blueprint for ELL Success in the context of research and New York State schools and districts. Participants will build a leadership team that will come away from this course with the rationale, research, and correspondence between the Blueprint and Part 154-2, and quality implementation plans and practices for ELL success. Educators will engage in leadership practices and address how to facilitate the engagement of key constituencies in the types of interactions required by the Blueprint for ELL Success and Part 154-2. REGISTRATION IS LIMITED TO EDUCATORS IN NEW YORK STATE.

Sponsored by: The New York State Education Department


Designing for Deeper Learning: How to Develop Performance Tasks for the Common Core (Fall 2014)

This course focused on building educators’ capacity to use, develop, and implement curriculum-embedded performance assessments that fit local contexts. Participants learned quality features of performance assessments and the design process for performance tasks. They also learned how to implement tasks and then use student work generated by those tasks to improve the task and inform subsequent instruction and curriculum.

Total Enrollment: 11,625

Sponsored by: Stanford Vice Provost for Online Learning


Constructive Classroom Conversations: Mastering Language for College and Career Readiness (Secondary) / Constructive Classroom Conversations: Mastering Language for College and Career Readiness (Elementary) (Spring and Fall 2014)

This course is a modified version of the pilot Constructive Classroom Conversations MOOC offered in the fall of 2013. In this fourteen-week course, educators work individually and within teams to collect samples of student conversations, analyze language samples using the Conversation Analysis Tool (CAT), and plan instruction to foster students’ conversation skills. Participants join an expansive online community to discuss, implement, and reflect on constructive student-to-student conversations as powerful ways to develop language, thinking, and understanding.

Total Enrollment: 2,756 (Spring 2014 Elementary) / 2,873 (Spring 2014 Secondary) / 2,626 (Fall 2014 Elementary) / 1,866 (Fall 2014 Secondary)

Sponsored by: The Spencer Foundation, The Hewlett Foundation


Supporting English Language Learners under New Standards (Fall 2014)

A collaboration with Oregon State University and the Oregon Department of Education, this eight-week course focuses on a key practice within both the Common Core State Standards and new English Language Proficiency Standards: constructing claims supported by evidence. Participants analyze language samples gathered from students to explore how they are constructing claims supported by evidence. Educators use their understanding of their students’ language abilities to design curriculum aligned to the new standards. This course was offered to teachers and administrators in all states, with particular relevance to educators in Oregon and the other states in the ELPA21 consortium. 

Total Enrollment: 5,695

Sponsored by: The Oregon Department of Education, The Hewlett Foundation, Televisa Foundation


Learning from Your Students: A Lab Course in Formative Assessment Practice in the Era of the Common Core State Standards (Spring 2014)

Targeted towards coaches and instructional leaders, this “lab course” was the first step in a progression of formative assessment courses that allowed participants to gather language data as well as analyze and share observations of language use in the formative assessment process.

Total Enrollment: 1,181

Sponsored by: The Spencer Foundation, The Hewlett Foundation


Mastering Language for the Common Core State Standards: Focus on Mathematics in Elementary Grades (Spring 2014)

This course provides teachers with a range of practical tools for gathering and analyzing language samples that show how students learn and what supports they need in elementary math classrooms. These tools can support formative assessment and instructional planning. Focal topics include developing students' language for engaging in the eight Common Core mathematical practices, fostering constructive conversations, and communicating evidence and reasoning. This course also enables teachers to collaborate with other educators and build professional relationships that result in an online community focused on improving students’ abilities to use rich academic language to learn and show learning of mathematical skills and concepts.

Total Enrollment: 4,355

Sponsored by: The U.S. Department of Education, The Hewlett Foundation


Constructive Classroom Conversations: Mastering Language for the Common Core State Standards (Fall 2013)

This short course looks closely at student-to-student discourse and addresses how to facilitate student engagement in the types of interactions required by the new standards. It organizes a massive collaboration of educators who wish to support students, particularly English Language Learners, to co-create and build upon each other’s ideas as they interact with the content. Starting with the notion that in order to improve the quality of student discourse, educators need to listen closely to existing talk, the course asks participants to gather, analyze, and share examples of student conversations from their classrooms. The overall goal is for participating educators to better understand student-student classroom discourse and use what they learn to facilitate higher quality interactions that build disciplinary knowledge and skills.

Total Enrollment: 9,294

Sponsored by: Stanford Vice Provost for Online Learning


Media

Fourth Offering of Stanford University MOOC Announced (Colorín Colorado)

Stanford MOOCs support English learners and their teachers (Stanford Graduate School of Education)

Student Story - Rita Platt (NovoEd)

Free Understanding Language MOOC (Language Magazine)

New! Stanford MOOC: Constructive Classroom Conversations (Colorín Colorado)

OSU to offer first free 'massive' online course (Stanford Graduate School of Education)

Supporting Academic Discussions for ELLs in Common-Core Classrooms (Education Week)

Common Core and ELLs are Focus of New Online Course (Education Week)

MOOC for Educators on CCSS and ELLs (Colorín Colorado)