Lessoncast PD2020

Instructor: Nicole Tucker-Smith

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 Tucker-Smith

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 2 (8:00 am EST), you may register at any time and complete the course activities at your own pace. If you register after June 2, 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.

Teacher Roles in Personalized Learning

Instructor: Nicole Tucker-Smith

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.

    Summarizing: Getting to the point

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    Authors: Khalid Smith, Nicole
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    Introduction

    Summarizing is a critical skill for college and career readiness, but rarely does a particular lesson explicitly teach the skill. Learning to take a reading selection and sum it up in a short paragraph or sentence helps readers better understand the main idea of what they read.

    Procedure

    Introduce the concept of summarizing by explaining to students that summaries restate the most important points, condense key ideas, and remove repetition, exact quotes, and specific examples. Summarizing is a good after reading strategy. Emphasize that the resulting summary should be shorter than the original text. Set the purpose for reading by explaining that we are looking to extract the main ideas and the essential information. The Practice Summarizing handout can guide this process. Model how to read a text and underline or highlight the essential information. Allow students time to practice this process. After students have read the text they should ask themselves key questions before drafting. A sample list of questions can be found on the left side of the graphic organizer. Model for the students how to read a sample text and underline or highlight the essential information. Then ask the student to use their notes and highlighted portions of the assigned text to draft a summary. After students have drafted a summary, have them trade papers with a partner. The partners read each other’s summary and ask themselves the questions from the check list on the right. The peers record their questions, comments and suggestions and trade the papers back to the original owner. Students use the checklist and their peer’s suggestions to write their notes for revision. Allow time for students to write a second draft.

    Procedure2

    Set the purpose for reading by explaining that we are looking to extract the main ideas and the essential information. The Practice Summarizing handout can guide this process. Model how to read a text and underline or highlight the essential information. Allow students time to practice this process.

    Procedure3

    After students have read the text they should ask themselves key questions before drafting. A sample list of questions can be found on the left side of the graphic organizer. Model for the students how to read a sample text and underline or highlight the essential information. Then ask the student to use their notes and highlighted portions of the assigned text to draft a summary.

    Procedure4

    After students have drafted a summary, have them trade papers with a partner. The partners read each other’s summary and ask themselves the questions from the check list on the right. The peers record their questions, comments and suggestions and trade the papers back to the original owner. Students use the checklist and their peer’s suggestions to write their notes for revision. Allow time for students to write a second draft.

    Differentiation

    This is a good activity for teachers to pull aside a small group of students who need more teacher guidance and input. A modest accommodation is for the teacher to pair themselves with a student and record notes in the peer feedback space. Another technique for helping students who need more guidance is to take a paragraph that has been cut it into strips and work with students to individually remove the non-essential information until students kinesthetically form a condensed summary.

    Closing

    Summarizing is a skill that students will use throughout their lives. Getting to the point is a key ability for future success.

    Attachments

    • Summarizing_Handout2.docx View

    Grades

    • 4
    • 5
    • 6
    • 7
    • 8

    Key Skills

    • Reading Comprehension
    • Main Idea
    • Note-taking
    • Summarize
    • Synthesis
    • Literature (Integration of Ideas)
    • Synthesis

    Standards

    No standards available.

    Assessments

    How would you compile an effective summary after you have read a text? What type of information should be included in a summary? Read the text and write a summary. What changes would you make to revise the draft summary? How can summarizing help you understand what you have read?

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