Lessoncast PD2020

Instructor: Nicole

Lessoncast PD2020 is a self-paced online course for teachers and leaders of professional learning communities. This course provides access to the same lessoncast creation tools and coaching offered to our concierge consulting clients including major universities, districts, and state departments of education. The overarching goal is to help participants create and publish professional learning resources tailored to meet their learning community’s needs.

Commitment? ~15 hours of effort over 8 weeks
Format? Lecture? What Lecture? Expect quick, scaffolded, and chunked bits of insight and direction for you to immediately put into practice.

You may register at any time and complete the course activities at your own pace. Your 8 weeks will begin upon registration. During that time, you will have access to course content and lessoncast creation tools.

Craft a lessoncast to address a specific professional learning challenge in order to support student learning needs.

Share the lessoncast with peers and incorporate feedback to improve the effectiveness of communicating a new instructional idea.

Publish the lessoncast(s) to support ongoing professional development in your learning community.

Literacy Strategies

Instructor: Nicole

The Common Core Literacy Standards emphasize an increase in informational texts, text complexity, citing evidence, and academic vocabulary. This course examines six strategies proven to support students in developing these literacy concepts and skills across grade levels.

Course participants will learn the fundamentals of each strategy and be able to apply them in their educational setting. Beginning with a set of starter lessoncasts, participants will be able to customize the multimedia resources to address the specific needs of their learning community. By the end to the course, participants will have a bank of customizable resources demonstrating how to immediately implement the strategies.

While the course opens on June 5 (8:00 am EST), you may register at any time and complete the course activities at your own pace. If you register after June 5, your 8 weeks will begin upon registration. During that time, you will have access to course content and lessoncast creation tools.

View the fundamentals of six literacy strategies proven to improve student comprehension.

Customize lessoncast resources to address the specific needs of your learning community.

Apply Common Core literacy strategies in your educational setting.

Build a bank of tailored resources demonstrating how to immediately implement literacy strategies to improve student learning.

Personalized Learning in Action

Instructor: Nicole

The purpose of this course is to explore practical methods for personalizing learning in today’s classrooms. It’s not a series of lectures with background information and theory about personalized learning. (To learn more about foundational research, enroll in the Lessoncast Course: Teacher Roles in Personalized Learning).

This course is about taking that theory and putting it into action. Within the first half of the course, you will have the tools to immediately pilot personalized learning experiences in your classroom. By the end of the course, participants will have customized resources to support scaled implementation and full integration for your learning community.

While the course opens on June 5 (8:00 am EST), you may register at any time and complete the course activities at your own pace. If you register after June 5, your 12 weeks will begin upon registration. During that time, you will have access to course content and lessoncast creation tools.

Consider standards, data, students’ needs and strengths to design personalized learning experiences to achieve learning goals.

Curate, create, and tailor resources to support implementation of personalized learning experiences.

Pilot classroom implementation of personalized learning experiences and review resulting student data to make adjustments.

Tailor curriculum mapping resources and effective implementation lookfors to support longterm instructional practices.

Teacher Roles in Personalized Learning

Instructor: Nicole

True implementation of personalized learning in schools requires a shift in the roles of educators and a shift in educator professional learning. This course examines the evolving role of teachers incorporating personalized learning experiences in the classroom. Taking a close look at what personalized learning is and isn’t, participants create resources to support teacher roles as facilitator, assessor, instructional designer, content curator, coach, and advisor, and family-school collaborator.

Lessoncast believes in personalized professional learning. Several modules have assignment options. Participants may choose between the assignments according to which one is more applicable for implementing personalization in their learning environment. Some participants may create lessoncasts while others may build on resources already created to support putting new personalized learning methods into practice in their classroom.

While the course opens on July 21 (8:00 am EST), you may register at any time and complete the course activities at your own pace. If you register after July 21, your 12 weeks will begin upon registration. During that time, you will have access to course content and lessoncast creation tools.

Define personalized learning and identify key characteristics for effective implementation.

Recognize the shifting roles of teachers in personalized learning environments and reflect on their current level of comfort and expertise.

Design resources to support assessment, instructional design, facilitation, coaching, and family-school collaboration in a personalized learning environment.

Develop and implement the personal learning plan process.

    Drawing Conclusions

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    Author: Nicole
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    Introduction

    This lesson idea helps students improve reading comprehension by drawing conclusions. It's about being a detective - putting together clues and evidence from the text to determine meaning. Picture this: You’ve arrived at your bus stop two minutes later than usual. There are usually ten other students at your stop, but right now there are none. There is a school bus down the road heading towards the school, but it is too far away to see the number. What conclusion can you draw? Explain to students that they draw conclusions every day. It’s putting the clues (or evidence from the text) together to form meaning and gain understanding.

    Introduction 2

    Picture this: You’ve arrived at your bus stop two minutes later than usual. There are usually ten other students at your stop, but right now there are none. There is a school bus down the road heading towards the school, but it is too far away to see the number. What conclusion can you draw?

    Introduction 3

    Explain to students that they draw conclusions every day. It’s putting the clues (or evidence from the text) together to form meaning and gain understanding.

    Procedure

    This reading strategy can be used with literary or informational texts. For this lessoncast we used the picture book, The Wretched Stone. Before reading, focus attention on a question that requires students to draw conclusions by putting together information from multiple parts of the text. During reading, model how to use think-about questions and cite information from the text that relates to the focus question. {What visual details offer clues? What facts/details provide key information? What can we learn from the characters’/subjects’ thoughts, actions, and words? Was there an important turn of events or shift in tone? What cause and effect relationships may be present?} Allow students to record information on a graphic organizer or post-it notes. After reading, review the evidence and draw a conclusion to answer the focus question. If students give an answer that is off-base, ask them to show in the text evidence that supports their answer. Usually, this helps them to rethink their conclusion.

    Procedure 2

    Before reading, focus attention on a question that requires students to draw conclusions by putting together information from multiple parts of the text.

    Procedure 3

    During reading, model how to use think-about questions and cite information from the text that relates to the focus question. {What visual details offer clues? What facts/details provide key information? What can we learn from the characters’/subjects’ thoughts, actions, and words? Was there an important turn of events or shift in tone? What cause and effect relationships may be present?} Allow students to record information on a graphic organizer or post-it notes.

    Procedure 4

    After reading, review the evidence and draw a conclusion to answer the focus question. If students give an answer that is off-base, ask them to show in the text evidence that supports their answer. Usually, this helps them to rethink their conclusion.

    Differentiation

    For a different mode of presentation, students can practice the strategy when watching a video clip. Drawing conclusions works for informational and literary clips. For different modes of expression and engagement, students can incorporate visualizing and sketching clues to draw a conclusion.

    Interdisciplinary

    Drawing conclusions is a skill that transcends content areas. {Why did the United States enter WWII? What causes seasons on Earth?} Reinforce that conclusions are drawn based on evidence. Students need to be able to articulate supporting details to support their response.

    Closing

    Drawing conclusions requires examining evidence and synthesizing information. Help students sharpen this skill so they can better comprehend text and pull together clues to gain new insight.

    Attachments

    Grades

    • 4
    • 5
    • 6
    • 7
    • 8

    Key Skills

    • Reading Comprehension
    • Drawing Conclusions
    • Informational Text (Integration of Ideas)
    • Synthesis
    • Literature (Integration of Ideas)
    • Synthesis

    Standards

    • Literacy.RL.4.1
    • Literacy.RL.5.1
    • Literacy.RL.6.1
    • Literacy.RL.7.1
    • Literacy.RL.8.1

    Assessments

    What conclusion(s) can you draw based on the information given? What evidence have you gathered to support your conclusion? How does drawing conclusions help you gain a higher level of understanding?

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