developing an online course: a road map for the process english language arts 3-5: vocabulary
TRANSCRIPT
![Page 1: Developing an Online Course: A Road Map for the Process English Language Arts 3-5: Vocabulary](https://reader030.vdocuments.mx/reader030/viewer/2022032707/56649e445503460f94b376d1/html5/thumbnails/1.jpg)
Developing an Online Course: A Road Map for the
ProcessEnglish Language Arts 3-5: Vocabulary
![Page 2: Developing an Online Course: A Road Map for the Process English Language Arts 3-5: Vocabulary](https://reader030.vdocuments.mx/reader030/viewer/2022032707/56649e445503460f94b376d1/html5/thumbnails/2.jpg)
Overview: What were we trying to create?
An online professional development course for elementary teachers (grades 3-5) about vocabulary
Course content based on current research on effective vocabulary instruction
Course goals aligned with NCTE standards Six sessions--4-5 hours per session--for
teachers to investigate vocabulary teaching practices
A course that will increase children’s word knowledge
![Page 3: Developing an Online Course: A Road Map for the Process English Language Arts 3-5: Vocabulary](https://reader030.vdocuments.mx/reader030/viewer/2022032707/56649e445503460f94b376d1/html5/thumbnails/3.jpg)
Gather a Team
ELA content specialist Professional development curriculum
developer Technical consultants Videographer
![Page 4: Developing an Online Course: A Road Map for the Process English Language Arts 3-5: Vocabulary](https://reader030.vdocuments.mx/reader030/viewer/2022032707/56649e445503460f94b376d1/html5/thumbnails/4.jpg)
Determine what you want to accomplishTailor professional development to meet
the specific requirements of schools Needs of children in district:
What do you want students to achieve? Needs of teachers:
What do teachers need to know to accomplish those student outcomes?
![Page 5: Developing an Online Course: A Road Map for the Process English Language Arts 3-5: Vocabulary](https://reader030.vdocuments.mx/reader030/viewer/2022032707/56649e445503460f94b376d1/html5/thumbnails/5.jpg)
Identify standards and research base National Council of Teachers of English (NCTE) State standards International Reading Association: What Research
Has to Say about Reading Instruction Texas Reading Initiative: Promoting Vocabulary
Development: Components of Effective Vocabulary Instruction
Pacific Resources for Education and Learning: A Focus on Vocabulary
National Reading Panel: Vocabulary Instruction
![Page 6: Developing an Online Course: A Road Map for the Process English Language Arts 3-5: Vocabulary](https://reader030.vdocuments.mx/reader030/viewer/2022032707/56649e445503460f94b376d1/html5/thumbnails/6.jpg)
Write your goals What do you want teachers to know and be able
to do Consider outcomes for students
Goal Teacher Know Teacher Skill or Practice
Student Outcome
Select important
words to study
Criteria to select high-utility words for instruction
How to use criteria to identify Tier Two words within text
Students build vocabulary of high utility words
![Page 7: Developing an Online Course: A Road Map for the Process English Language Arts 3-5: Vocabulary](https://reader030.vdocuments.mx/reader030/viewer/2022032707/56649e445503460f94b376d1/html5/thumbnails/7.jpg)
Planning Chart: Roadmap
Session Reading Activity Video/
Interactive
Discussion Classroom
application
Final project
1. Choosing words to teach
Select the most important topics Design elements to support the topic and goals Consider coherence across 6 sessions
![Page 8: Developing an Online Course: A Road Map for the Process English Language Arts 3-5: Vocabulary](https://reader030.vdocuments.mx/reader030/viewer/2022032707/56649e445503460f94b376d1/html5/thumbnails/8.jpg)
Design session elements to support the topic and goals Identify focus for individual session Plan elements with focus in mind
Topic of the session Reading Other input: video or online interactive Activity Discussion question Application to classroom Final project
![Page 9: Developing an Online Course: A Road Map for the Process English Language Arts 3-5: Vocabulary](https://reader030.vdocuments.mx/reader030/viewer/2022032707/56649e445503460f94b376d1/html5/thumbnails/9.jpg)
Look at the big picture: Evaluate coherence across the sessions Do the sessions build on each other? Is there a logical progression? Is there a thread between the discussions Do the assignments help teachers make
connections across the course? Do the assignments contribute to a final
project?
![Page 10: Developing an Online Course: A Road Map for the Process English Language Arts 3-5: Vocabulary](https://reader030.vdocuments.mx/reader030/viewer/2022032707/56649e445503460f94b376d1/html5/thumbnails/10.jpg)
Plan individual sessions: Timing Plan for a five hour learning experience
Plan for a 4 hour session Allow at least one hour for web discussion--where much
of the synthesis of learning takes place Consider how much time intervenes between
sessions: Allow enough time for teachers to do reading,
activity/assignment, and then reflect on them in discussion
Consider time in academic year: Will teachers be working with students? Will the online course be available in the summer?
![Page 11: Developing an Online Course: A Road Map for the Process English Language Arts 3-5: Vocabulary](https://reader030.vdocuments.mx/reader030/viewer/2022032707/56649e445503460f94b376d1/html5/thumbnails/11.jpg)
What makes an effective session? Topic focus: What will really make a difference with students? Clear objective: What will teachers know and be able to do by
the end of the session? Importance: Rationale for learning and applying the new
knowledge Readings: Online Instructional strategy: Step-by-step process Application: Does the activity prepare teachers to apply
learning? Reflection: Will the discussion question further teachers’
thinking?
Plan individual sessions: Good instructional design
![Page 12: Developing an Online Course: A Road Map for the Process English Language Arts 3-5: Vocabulary](https://reader030.vdocuments.mx/reader030/viewer/2022032707/56649e445503460f94b376d1/html5/thumbnails/12.jpg)
What supports do teachers need to be successful?
Modeling through video Graphic organizers for vocabulary Lesson template Guidelines for final project
![Page 13: Developing an Online Course: A Road Map for the Process English Language Arts 3-5: Vocabulary](https://reader030.vdocuments.mx/reader030/viewer/2022032707/56649e445503460f94b376d1/html5/thumbnails/13.jpg)
Plan for individual sessions: Provocative discussions can… Create a community of learners--
Teachers who feel safe to question Teachers who can support each other in trying
new skills Launch a discussion thread Challenge and stretch teacher’s thinking
![Page 14: Developing an Online Course: A Road Map for the Process English Language Arts 3-5: Vocabulary](https://reader030.vdocuments.mx/reader030/viewer/2022032707/56649e445503460f94b376d1/html5/thumbnails/14.jpg)
Consider the assignments and final project What do teachers need to apply or practice? Will a final project allow the teachers to
synthesize the information in the course across sessions?
![Page 15: Developing an Online Course: A Road Map for the Process English Language Arts 3-5: Vocabulary](https://reader030.vdocuments.mx/reader030/viewer/2022032707/56649e445503460f94b376d1/html5/thumbnails/15.jpg)
Plan for assessment
How will you know that teachers have accomplished the goals for the course?
![Page 16: Developing an Online Course: A Road Map for the Process English Language Arts 3-5: Vocabulary](https://reader030.vdocuments.mx/reader030/viewer/2022032707/56649e445503460f94b376d1/html5/thumbnails/16.jpg)
Plan for an evaluation of the course
How will you know the course has accomplished its goals?
How will you evaluate the outcomes for children over time?