Next cohort starts September 19, 2021

Join us before it sells out!

How can we help students use the knowledge and skills of science to understand the world around them and take informed action in their communities? 



This in-depth course lasts 8 weeks, taking approximately one-two hours per week to complete.  We will guide secondary and elementary teachers through the design of a course overview, unit plan, instructional calendar, and lesson plan for learning that transfers. 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


Familiarity with conceptual learning and transfer are highly recommended before taking this course. Participants who complete the course will receive a certificate noting 15 hours and 1.5 continuing education credits (CEU), plus a Learning That Transfers Level 2 badge to use in emails, resume, etc.  


We hope you'll join us! Group discount for 4+ participants. 


Please reach out with any questions julie@edtosavetheworld.com 

Course curriculum

  • 1

    Welcome and Orientation

    • Welcome from Julie & Julia (5:56)

    • Course Orientation

    • Participant Introductions

  • 2

    Intro to Conceptual Learning and Transfer

    • Module One Introduction (1:30)

    • Complex World Discussion (1:33)

    • How Learning Transfer Works (5:00)

    • The ACT Model (4:53)

    • Acquire and Connect Student Experience (3:24)

    • Transfer and Action Student Experience (3:51)

    • Envisioning Possibilities (5:10)

    • Module 1 Reflection

  • 3

    Shifts in Practice

    • Module Two Introduction (1:43)

    • Adapting to Changing Times (4:47)

    • The Role of Student and Teacher (4:07)

    • Teacher-Directed vs. Student-Directed Game

    • Strategies for Student-Directed Culture (1:57)

    • Impact of Technology on Curriculum (6:50)

    • The Role of Curriculum and Instruction (5:01)

    • Strategies for Deeper Learning (2:07)

    • The Role of Assessments (5:14)

    • The Unit Storyboard (3:16)

    • Module 2 Reflection

  • 4

    Disciplinary Literacy

    • Module Three Introduction (3:29)

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

    • Real-World Challenges (3:19)

    • The Purpose and Role of Science (2:02)

    • Student-Centered Disciplinary Literacy (2:00)

    • Selecting Disciplinary Lenses (2:58)

    • Vertical Alignment (3:05)

    • Module 3 Reflection

  • 5

    Modern Literacies

    • Scientific Literacy (3:13)

    • Science in America: Video and Discussion

    • Module Four Introduction (2:04)

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

    • Real-World Challenges (1:31)

    • Narrowing Our Focus (5:21)

    • From Disciplinary Literacy to Modern Literacies (5:10)

    • Horizontal Alignment (6:01)

    • Module 4 Reflection

  • 6

    Story of Your Course & Unit Planning

    • Module Five Introduction (3:10)

    • Video and Discussion (6:31)

    • Critical Steps for Arranging Content (7:09)

    • Crafting the Story of Your Course (7:25)

    • Selecting Anchoring and Subconcepts (6:53)

    • Drafting Conceptual & Compelling Questions (3:43)

    • Module 5 Reflection

  • 7

    Unit Planning Continued

    • Module Six Introduction (1:12)

    • Video and Discussion

    • Similar to Dissimilar Transfer

    • The ACT Storyboard (2:01)

    • Student Voice and Choice (6:28)

    • Student Action (3:29)

    • Module 6 Reflection

  • 8

    Assessing Transfer

    • Module Seven Introduction (2:11)

    • The World Is Changing... (3:20)

    • Assessment as System of Feedback (6:31)

    • Designing Summative Transfer Tasks (4:13)

    • Value Beyond School Walls (2:09)

    • Drafting a Formative Assessment Plan (6:56)

    • Module 7 Reflection

  • 9

    Lesson Planning

    • Module Eight Introduction (2:09)

    • Relevance Video and Discussion (3:17)

    • Promoting Intellectual Growth (7:22)

    • Instructional Calendars

    • Acquiring and Connecting Concepts (7:55)

    • Transferring Concepts to New Situations (2:50)

    • Designing a Lesson Plan (2:46)

    • Module 8 Reflection

    • Course Feedback

Instructor(s)

Julia Briggs

Julia Briggs lives and works in Bogotá, Colombia, she teaches Science and Chemistry and is the Head of IB Chemistry at Colegio Anglo Colombiano where she also works with departments and individual teachers as a coach and certified trainer of Concept Based Curriculum and Instruction. She is passionate about supporting teachers to develop their practice so that students may deepen their conceptual understanding of the world to be authentically prepared for the future. She is the co-author of The On Your Feet Guide to Learning Transfer.

Julie Stern

Julie Stern is passionate about synthesizing the best of education research into practical tools that support educators in breaking free of the industrial model of schooling and moving toward teaching and learning that promotes sustainability, equity, and well-being. She is the best-selling author of Learning that Transfers, Visible Learning for Social Studies, and Tools for Teaching Conceptual Understanding, Elementary and Secondary. She is the thought leader behind the global workshop series Making Sense of Learning Transfer and is a certified trainer in Visible Learning Plus. She is a James Madison Constitutional Fellow and taught social studies for many years in Washington, DC and her native Louisiana. Julie moves internationally every few years with her husband, a US diplomat, and her two young sons.

Learning Intentions and Success Criteria

Design learning experiences that use the knowledge and skills of science 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 science 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

Racelys Montano

Racelys is a science teacher in the Dominican Republic, where she was born and raised. She is an advocate for the environment, a cat lover, and a family-oriented person.

Max Fox

Max is middle school science teacher and curriculum lead in Oakland, CA. He believes the role of education is to help students develop the dispositions and sensitivities necessary to be critical and compassionate problem solvers in a complex and evolving world.