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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 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. The facilitators are exceptional leaders in the way they deliver learning and provide support every step of the way!”

Shea Mellow

Instructional Coach, Horizon School Division

“As an instructional coach the Learning That Transfers resources and courses have revolutionized my role and responsibility as an educator.

Christine Haslett

Head of Primary, Dulwich College Shanghai Puxi

“By transferring concepts back into real life, real time examples, our children are making sense of the world that they are part of, and thinking critically about the behaviour of leaders.”

Course curriculum

    1. Welcome from Julie & Julia (5:15)

    2. Course Orientation (4:49)

    3. Important Participant Survey

    4. Participant Introductions

    5. Course Syllabus

    1. Module One Introduction (1:20)

    2. Complex World Discussion (1:33)

    3. How Learning Transfer Works (5:00)

    4. Mid-Module Discussion

    5. The ACT Model (4:31)

    6. Acquire and Connect Student Experience (3:24)

    7. Transfer and Action Student Experience (3:51)

    8. Envisioning Possibilities (5:48)

    9. End Of Module 1 Reflection

    1. Module Two Introduction (1:43)

    2. Adapting to Changing Times (4:47)

    3. The Role of Student and Teacher (4:07)

    4. Teacher-Directed vs. Student-Directed Game

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

    6. The Role of Curriculum and Instruction (5:01)

    7. Strategies for Deeper Learning (2:07)

    8. The Role of Assessments (5:14)

    9. Mid-Module Reflection

    10. The Unit Storyboard (3:16)

    11. Module 2 Reflection

    12. Module 2 Portfolio Checklist

    1. Module Three Introduction (3:29)

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

    3. Real-World Challenges (3:19)

    4. Mid-Module Reflection

    5. The Purpose and Role of Science (2:02)

    6. Student-Centered Disciplinary Literacy (2:00)

    7. Selecting Disciplinary Lenses (2:58)

    8. Vertical Alignment (3:05)

    9. Module 3 Reflection

    10. Module 3 Portfolio Checklist

    1. Scientific Literacy (3:13)

    2. Science in America: Video and Discussion

    3. Modern Literacies (2:04)

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

    5. Real-World Challenges (1:31)

    6. Mid-Module Reflection

    7. Narrowing Our Focus (5:21)

    8. From Disciplinary Literacy to Modern Literacies (5:10)

    9. Horizontal Alignment (6:01)

    10. Module 4 Reflection

    11. Module 4 Portfolio Checklist

    1. Module Five Introduction (3:10)

    2. Video and Discussion (6:31)

    3. Critical Steps for Arranging Content (7:09)

    4. Mid-Module Reflection

    5. Crafting the Story of Your Course (7:25)

    6. Diversity, Equity and Inclusion in STEM

    7. Selecting Anchoring and Subconcepts (6:53)

    8. Drafting Conceptual & Compelling Questions (3:43)

    9. Module 5 Reflection

    10. Module 5 Portfolio Checklist

About this course

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

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 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 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

Gerome Beltran

Gerome comes from a family of educators, enjoys tinkering and trying new ideas, and is thrilled to discover the LTT-ACT framework. He believes this tool will enable a swift shift in pedagogy which gives a modern take to how we teach and learn.

Barbara Bilgre

Barbara Bilgre is an MYP Coordinator and science teacher at Horizon Japan International School in Yokohama. She is passionate about inquiry and project-based learning and how conceptual transfer can build more meaningful connections for students in their quest to be active global citizens.

Karli Lomax

Karli Lomax is a Deeper Learning Coach at Graded, The American School of São Paulo, in Brazil. She is passionate about literacy and inquiry-based teaching and learning rooted in conceptual understandings that promote deep, enduring and transferable learning.