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How can we help students use the knowledge and skills of mathematics 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:  

  • a course overview
  • a unit plan
  • an instructional calendar
  • a lesson plan for learning that transfers. 


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 protected]

Participants have access to the course material for an additional three weeks after the course is complete.

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Next cohort starts in February 2022

Sign up here to be the first to know when the next cohort is open for registration.

Thank You

What people are saying:

Diane Cartier

Vice Principal, Medicine Hat Public Schools

“This learning opportunity deepened my understanding of conceptual teaching--from planning and delivery, to assessment and reflection--the modules were accessible and easily applied as I navigated this work with one of our teachers. Julie and Kayla are exceptional leaders in the way they deliver learning and provide support every step of the way!”

Mathilde Mouquet

Spanish teacher and IB Coordinator

“Thanks to the ideas in these courses, students can deal with a wider variety of applications to their understanding of concepts and this deepens their learning.”

Richard Healy

Head of Secondary, British School Manila

“I have never seen a professional learning program have such a great impact on faculty. And it is the best value I’ve encountered in at least a decade.”

Course curriculum

    1. Welcome from Julie & Kayla (5:52)

    2. Course Orientation (4:48)

    3. Important Participant Survey

    4. Participant Introductions

    5. Math Course Syllabus

    1. Module One Introduction (1:14)

    2. Complex World Discussion (1:33)

    3. How Learning Transfer Works (5:04)

    4. Module 1: Mid-Module Discussion

    5. The ACT Model (5:33)

    6. Acquire & Connect Student Experience (3:16)

    7. Transfer Student Experience

    8. Envisioning Possibilities (5:43)

    9. Module 1 Reflection

    10. Module 1 Portfolio Checklist

    1. Module Two Introduction (1:43)

    2. Adapting to Changing Times (4:47)

    3. The Role of Student and Teacher (4:22)

    4. Impact of Technology on Curriculum (5:10)

    5. The Role of Curriculum and Instruction (4:49)

    6. Next Day Strategies for Deeper Learning (2:40)

    7. The Role of Assessments (5:22)

    8. Mid-Module Discussion

    9. The Unit Storyboard (3:22)

    10. Module 2 Reflection

    11. Module 2 Portfolio Checklist

    1. Module Three Introduction (4:00)

    2. Video: What Concepts Are Here? (2:36)

    3. Real-World Challenges (4:43 & optional 3:27)

    4. Module 3: Mid-Module Discussion

    5. The Purpose and Role of Mathematics(3:56)

    6. Student-Centered Disciplinary Literacy (2:26)

    7. Selecting Disciplinary Lenses (4:44)

    8. Vertical Alignment (5:13)

    9. Module 3 Reflection

    10. Module 3 Portfolio Checklist

    1. Module Four Introduction (1:49)

    2. Education Evolution: Video and Discussion (2:33)

    3. Real-World Challenges (1:24)

    4. Module 4: Mid-Module Discussion

    5. Narrowing Our Focus (4:56)

    6. From Disciplinary Literacy to Modern Literacies (5:15)

    7. Horizontal Alignment (6:23)

    8. Module 4 Reflection Reflection

    9. Module 4 Portfolio Checklist

    1. Module Five Introduction (3:10)

    2. Video and Discussion (3:08 - 8:00)

    3. Critical Steps for Arranging Content (5:31)

    4. Mid-Module Discussion

    5. Crafting the Story of Your Course (4:37)

    6. Selecting Anchoring and Subconcepts (5:36)

    7. Drafting Conceptual & Compelling Questions (4:09)

    8. Module 5 Reflection

    9. Module 5 Portfolio Checklist

About this course

  • $149.00
  • 86 lessons
  • 3 hours of video content

Instructor(s)

Kayla Duncan

Kayla is a personalized instruction coach for Forsyth County Schools in Cumming, Georgia. Her passion centers around empowering student voice through meaningful, authentic experiences and increased ownership. Kayla currently supports personalized learning cohort schools in creating their new vision for education through the design thinking process. She believes the voices of students and the community should drive what happens in the school building. Before her coaching role, Kayla taught elementary physical education and middle grades mathematics.

Julie Stern

Julie Stern is passionate about creating practical tools for educators to design learning that promotes sustainability, equity, and well-being. She is a four-time, best-selling author of Learning that Transfers, Visible Learning for Social Studies, The On-Your-Feet-Guide to Learning Transfer, and Tools for Teaching Conceptual Understanding, Elementary and Secondary. She is a certified trainer in Visible Learning Plus & Concept-Based Curriculum & Instruction. She is a James Madison Constitutional Fellow, previously served as Director of Curriculum Innovation for a network of schools, and taught social studies for many years. Julie moves internationally every few years with her family.

Learning Intentions and Success Criteria

Design learning experiences that use the knowledge and skills of mathematics 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 mathematics 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.

Course Facilitators

experienced educators who support participants' learning

Kathy Beamer

Kathy Beamer is a district math specialist in Alberta, Canada. She is passionate about curriculum, professional noticing, and learning beyond the classroom.

Julie Siemens

Julie Siemens is currently teaching middle school mathematics in Alberta, Canada at Donalda School. She is passionate about the conceptual teaching of mathematics as it allows students to think deeply, creatively, collaboratively and flexibly about numbers.