English Language Arts Learning That Transfers
Empower students to use the knowledge and skills of English Language Arts to make sense of the world and unlock new situations.
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How can we help students use the knowledge and skills of English Language Arts to understand the world around them and take informed action in their communities?
This in-depth course follows the structure of our best selling book, Learning That Transfers. It lasts 8 weeks, taking approximately one hour per week to complete.
During this cohort model, content is released weekly so that we all stay at a similar pace, but all activities are completely asynchronous. Optional live calls for connection and Q and A included. View the course syllabus here.
Some familiarity with conceptual learning and transfer is recommended before taking this course, but beginners who are eager to learn are very welcomed to join!
Participants can choose to aim for a level 1, level 2, or level 3 badge, by completing one ore more of the following:
Course finishers receive a certificate noting 15 hours and 1.5 continuing education credits (CEU), plus a Learning That Transfers badge to use in emails, resume, etc. as well as your name listed on our website (with your permission).
We hope you'll join us! Group discount for 4+ participants.
Please reach out with any questions: email@example.com
Participants have access to the course material for an additional three weeks after the course is complete.
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Welcome from Julie & Trevor (5:24)
Course Orientation (4:50)
Important Participant Survey
Module One Introduction (1:21)
Complex World Video (1:33)
How Learning Transfer Works (5:22)
The ACT Model (4:38)
Acquire and Connect Student Experience (2:22)
Transfer and Student Action Student Experience (2:08)
Envisioning Possibilities (5:10)
Module 1 Reflection
Module 1 Portfolio Checklist
Module Two Introduction (1:31)
Adapting to Changing Times (4:47)
The Role of Student and Teacher (3:59)
Teacher-Directed vs. Student-Directed Game
Impact of Technology on Curriculum (5:10)
The Role of Curriculum and Instruction (3:37)
Strategies for Deeper Learning (2:13)
The Role of Assessments (5:09)
The Unit Storyboard (2:42)
Module 2 Reflection
Module 2 Portfolio Checklist
Module Three Introduction (3:37)
Video & Discussion: Disciplinary Literacy in ELA (3:57)
Using Concepts to Frame Disciplinary Learning (6:45)
The Purpose and Role of English Language Arts (4:08)
Student-Centered Disciplinary Literacy (2:32)
Selecting Disciplinary Lenses (2:12)
Vertical Alignment (2:58)
Module 3 Reflection
Module 3 Portfolio Checklist
Module Four Introduction (1:53)
New Literacies: Video and Discussion (7:08)
Real-World Challenges (1:26)
Narrowing Our Focus (4:57)
From Disciplinary Literacy to Modern Literacies (6:57)
Horizontal Alignment (5:46)
End of Module Reflection
Module 4 Portfolio Checklist
Module Five Introduction (2:36)
Video and Discussion (6:31)
Critical Steps for Arranging Content (5:08)
Crafting the Story of Your Course (4:30)
Selecting Anchoring and Subconcepts (6:15)
Drafting Conceptual & Compelling Questions (3:43)
Module 5 Reflection
Module 5 Portfolio Checklist
Design learning experiences that use the knowledge and skills of English language arts to help our students make sense of the world and respond to its complex problems.
Explain why education needs to evolve and articulate how the ACT model helps students become adaptable.
Build a disciplinary vision for ELA that fosters disciplinary literacy.
Select Modern Literacies that prepare students to navigate a complex and changing world.
Write a story of the course that articulates the disciplinary vision and modern literacies that students will harness to transfer learning.
Draft unit plans that foster deep thinking and transfer of learning.
Design a summative assessment and a formative assessment plan for learning that transfers.
Create an instructional calendar that harnesses the ACT model to move students toward conceptual organization that transfers.
Create a lesson plan that helps students become more conscious of their learning and transfer their learning to new situations.
experienced educators who support participants' learning