Stanford University Graduate School of Education

 

 


 

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Jan 14th 2017

As a teacher, these struggles raise important questions: Which texts should my students read? What should I do if they struggle to understand? Am I teaching a text too quickly? Too slowly? Will more reading become an uphill battle? Will less reading become a slippery slope on which reading becomes even more difficult? This course is designed to address such concerns, giving teachers the tools to help students read for understanding in science.

Average: 5.2 (5 votes)
Apr 1st 2016

English as a New Language (ENL); English Language Development (a.k.a. English as a Second Language (ESL); Designated ESL; Stand-Alone ESL/ENL; or, Focused Language Study) takes a variety of forms in present-day schools. In many schools, teachers teach ENL for a set amount of time (e.g., 30 minutes) a day. Other ENL teachers have multiple classes each day. In many cases, teachers think that they need to focus solely on grammar and vocabulary. However, emphasizing grammar and vocabulary is not the most effective for lasting and engaging language learning. Language was created to get things done, to communicate – and 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.

Average: 6 (2 votes)
Feb 18th 2016

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.

Average: 7.2 (6 votes)
Feb 1st 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.

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Oct 5th 2015

Formative assessment is 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. The Common Core State Standards in English Language Arts and Mathematics, the Next Generation Science Standards, and new English Language Proficiency Standards all include a focus on argumentation, requiring that students construct claims supported by evidence and/or reasoning. In this course, we will explore how formative assessment practices can be targeted in improve student argumentation skills, an essential, cross-disciplinary practice.

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Oct 1st 2015

This course is jointly provided by Belinda Louie from University of Washington, Tacoma, and Sara Rutherford-Quach and Jeff Zwiers from Stanford University. The purpose of the course is to support teachers to enhance students' language development by analyzing complex texts and using language from those texts, the major practices emphasized in the current college- and career-ready standards.

Average: 2.5 (2 votes)
Oct 1st 2015

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.

Average: 3.2 (5 votes)