SOLD OUT (Next cohort starts Oct 5)

Empower Students to Solve Real-World Challenges

This course is designed for teachers and instructional leaders who are familiar with our work, want to sharpen their skillset, collaborate with other like-minded educators, and contribute to a set of resources that foster conceptual understanding and learning that transfers. 

Participants will create a unit storyboard with prompts and tasks that can be used directly with students; and receive a badge to place in professional materials such as social media and resumes. The course lasts six weeks and is completely asynchronous, you log on each week at a time that works for you. Each week's module takes around 60-90 minutes to complete. We are so excited to launch and can't wait for you to join us. 

Course curriculum

  • 1

    Course Welcome and Orientation

  • 2

    Module 1: Introduction and Demonstration Lesson

    • Welcome to Week 1 (1:07)

    • Lesson 1: Success Criteria for Module 1 (1:08)

    • Lesson 2: Why does education need to evolve? (3:15)

    • Lesson 3: Learning Transfer Mental Model Overview (1:14)

    • The Mental Model Student Experience (0:45)

    • Lesson 4: Acquire Understanding of Concepts, Lesson Example (1:49)

    • Lesson 5: Connect Concepts in Relationship, Lesson Example (2:45)

    • Lesson 6: Transfer Learning to Novel Situations, Lesson Example (4:01)

    • Lesson 7: Conclusion of Module 1 (1:51)

    • Module 1 Reflection

    • Current Position Survey

  • 3

    Module 2: Acquire Understanding of Individual Concepts

    • Lesson 1: Acquire Phase of the Learning Transfer Mental Model (1:50)

    • Check for Understanding: Fact/Example vs Concept Sorting Game

    • Lesson 2: Acquire and Make Meaning of Individual Concepts (1:23)

    • Lesson 3: "Organizing is to Make Meaning" Oliver Caviglioli (0:57)

    • Lesson 4: Concepts, Organization, & Surface Level Learning (5:03)

    • Anchoring Concepts & Storyboard Build

    • Lesson 5: Acquire Strategies (4:15)

    • Storyboard Strategies

    • Lesson 6: Conclusion (2:08)

    • Module 2 Reflection

  • 4

    Module 3: Connect Concepts in Relation

    • Lesson 1: Introduction to the Connect Phase of the Learning Transfer Mental Model (1:33)

    • Lesson 2: What are Schemas? (1:30)

    • Check for Understanding: What is deep learning?

    • Lesson 3: What is the relationship between deep learning, conceptual questions, and contexts? (5:54)

    • Check for Understanding: Surface vs. Deeper Learning Game

    • Conceptual Question and Context

    • Lesson 5: Connect Strategies (6 min)

    • Storyboard Build

    • Lesson 6: Conclusion (1:34)

    • Module 3 Reflection

  • 5

    Module 4: Similar to Dissimilar Transfer

    • Lesson 1: Introduction to Similar & Dissimilar Transfer (2:05)

    • What is Transfer of Learning? (3:35)

    • Lesson 2: Typical Types of Transfer (1:47)

    • Lesson 3: Similar to Dissimilar Transfer (4:23)

    • Storyboard Build

    • Lesson 5: Module 4 Conclusion (2:43)

    • Module 4 Reflection

  • 6

    Module 5: Academic to Real-World Transfer

    • Lesson 1: Introduction to Real-World Transfer (1:45)

    • Video: Innovation at the Intersection (1:08)

    • Lesson 2: Real-World Transfer (6:10)

    • Check for Understanding: Academic or Real-World Situation

    • Lesson 3: From Academic, Similar Transfer to Real-World, Dissimilar Transfer (5:13)

    • Storyboard Build

    • Module 5 Reflection

  • 7

    Module 6: Putting it All Together & Feedback

    • Introduction to Week 6, Putting it all Together (0:43)

    • Storyboard Peer Feedback (4:59)

    • Connecting With Us (3:14)

    • Submit Your Storyboard!

    • Course Feedback

    • Course Closing (0:52)

Instructors

Julie Stern

Julie Stern is a three-time, best-selling author of Tools for Teaching Conceptual Understanding, Elementary and Secondary, and Visible Learning for Social Studies. She is the thought leader behind the ​global ​workshop series, Making Sense of Learning Transfer, and is a certified trainer in Visible Learning and Concept-Based Curriculum. Her passion is supporting educators in moving toward teaching and learning that promotes sustainability, equity, and well-being​.

Trevor Aleo

Trevor Aleo is an English teacher in Connecticut. In addition to leading grade level teams at his own school, he’s drafted curriculum at the district level, created instructional resources for the Virginia Department of Education, and presented at local, state, and regional conferences. He believes education should help people become better meaning makers, problem solvers, and story tellers and is dedicated to facilitating learning experiences where that can happen. He holds a Bachelor of Arts in English, a Master of Arts in Teaching, and is currently pursuing a doctoral degree in Learning Design and Leadership.

Nichelle Pinkney

Nichelle Pinkney currently serves as a K-12 Social Studies Coordinator in Texas. Her ultimate goal is to make learning visible in all classrooms at each level and that EVERY student has at least a year's worth of growth as a result of it. She holds a Bachelors of Arts in Sociology and Political Science, a Masters in Educational Administration, a certification in online teaching and learning, and is currently pursuing a doctoral degree in Education Leadership.

Course Designer & Lead Instructor

Kayla Duncan

Kayla Duncan is an instructional coach in Georgia. She believes education is about helping each student reach their full potential by encouraging ownership and transforming the status quo. Her favorite question is “what if?”. She holds a Bachelors of Science in Kinesiology, a Master of Arts in Mathematics Education, a certificate in Learning, Design, and Technology, and is currently pursuing a doctoral degree in School Improvement.

Learning Intentions and Success Criteria

I understand how concepts help us to navigate, make sense of, and organize our complex world.

  • I can help students to become more conscious of their thinking and learning.

  • I can help students understand the role of concepts in organizing our world.

  • I can help students acquire understanding and make meaning of individual concepts.

  • I can facilitate students’ articulation of their understanding of conceptual relationships.

  • I can promote depth and breadth of understanding through transferring conceptual relationships to new situations.