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Education
Date: 
Tuesday, October 4, 2016
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The Course

The Common Core State Standards and Next Generation Science Standards emphasize improving the quality of student-to-student discourse as a major feature of instruction. The new standards specifically describe the importance of students understanding the reasoning of others and engaging in meaningful conversations using evidence for claims. Yet this type of student-to-student interaction tends to be rare in classrooms. Common classroom teaching activities such as whole class discussions, jigsaws, and think-pair-shares can have the appearance of constructive interactions, but they often do not provide adequate opportunities for all students to engage in back-and-forth dialog. This course looks closely at student-to-student conversations and addresses ways to improve students' abilities to engage in the types of interactions described in the new standards. We will also examine the use of formative assessment as an instructional practice to gauge where your students are in their learning by gathering evidence of their learning, assessing the evidence, and planning the next steps in instruction.

This course consists of four main sessions with three weeks between each session in order to provide extra time for application and reflection. The learning in this course relies heavily on participant contributions and comments, especially in the team collaboration setting. Participants will be expected to complete both team and individual assignments for all sessions. The sessions and assignments are designed for participants who teach or have access to classrooms in which they can gather samples of students' conversation during lessons.

Please note that this is a slightly modified version of previous courses offered since the Fall of 2013. This course is targeted towards both elementary and secondary school teachers.

We hope you will join us on this exciting journey.

More Information

Prerequisites

In order to participate in the course, you will need to have access to a classroom in which you or the teacher you are observing are able to collect short samples of paired student talk on two different occasions.

Frequently Asked Questions

1. Will I get a Statement of Accomplishment?

Participants who complete the course requirements will receive a FREE Statement of Accomplishment issued through NovoEd. Please check with your employer as to whether this statement of accomplishment may be used for professional development credit. There is no fee for this course and to receive a statement of accomplishment.

2. How much of a time commitment will this course require?

The course has 4 main sessions, each three weeks apart. Studying course materials (lecture videos and readings) takes about two hours per session, while assignments will take around eight hours per session.

3. Any additional textbooks or software required?

No.

Syllabus

Orientation: Introduction to Course and Teams

Session 1: Constructive Conversations I

In this session we dive into what high-quality talk between students can sound like in lessons that effectively teach the new standards. Specifically, we focus on the features of “constructive interactions," during which students create, clarify, support, and negotiate ideas as they talk about concepts and build understandings in a discipline. We also introduce the formative assessment process.

Session 2: Teaching the Constructive Conversation Skills

This session focuses on instruction to support the types of rich interaction introduced in Session 1. We analyze video clips that show teaching that fosters interaction skills described in the new standards. We look at activities that help students build interactions skills for staying focused on objectives, building and negotiating ideas, and clarifying ideas.

Session 3: Constructive Conversations II

In this session, we will look more in depth at how to foster student interactions that build the learning of lesson objectives, challenge thinking, and push students to use more complex language of the Common Core standards. We also explore how to use the formative assessment process to interpret students' conversation skills.

Session 4: Collaboration, Communication, and Community

This will be a summative session, in which we will pull together everything we've covered in the course to create a product that communicates to other teachers the value of having a discourse focus for implementing the new standards. You will also consider next steps for applying and collaborating in this work during the year.

 


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The Course

Given their emphasis on complex and sophisticated disciplinary skills and understandings, the Common Core State Standards, Next Generation Science Standards and the C3 Framework for State Social Studies Standards require ways of assessing that go beyond routine multiple-choice tests. Whether students are learning to select, use, and explain evidence to support a claim or to analyze data to evaluate a hypothesis, tests that require that students only bubble in a scantron are inadequate to measure (or support) students' learning and growth. Performance assessments are more suited to this task. While performance assessments vary along multiple dimensions, including duration and focus, they all demand that students use and apply critical skills and knowledge to demonstrate understanding.

This seven session course will focus on building educators' capacity to use and develop curriculum-embedded performance assessments that fit local contexts. Course activities include reviewing sample performance tasks and developing a performance task that is aligned with a specific curricular unit and performance outcomes. We will use a learning-centered approach where assessments are not only about measuring learning, but are also events forlearning.

This MOOC is designed for grade 6-12 teachers working in the core disciplines of mathematics, language arts, history/social studies, and science. We also welcome other educators and policymakers. Participants will work collaboratively with other educators in their discipline to accomplish course learning goals and assignments.

The three main objectives of this course are for participants to:

  • Understand and identify features of high quality performance assessments;
  • Develop a grade-level, course-specific, practical, performance task that is aligned with (and embedded within) a curricular unit of study;
  • Contribute to building a community of educators focused on using performance-based assessments to identify and develop students' abilities.

More Information

This seven-session course will include video presentations, required readings, homework activities, and peer review. For each of the first five sessions, students can expect to spend a total of 2-4 hours watching videos, reading, completing assignments, and collaborating with peers. In the sixth and seventh session, students will do peer reviews of their colleagues' work and turn in their final assignments.

We encourage educators to work in groups or teams in the course. Students can join the class with existing partners, or create and join teams once the class has started.

Upon successful completion of the required assignments, students will earn a "Statement of Accomplishment" from NovoEd.

A brief outline of course sessions is as follows:

Session 1. What are performance assessments and why should I use them? What are the key principles of performance assessment?

Session 2. What is the range of performance assessments? How do I start designing a performance assessment?

Session 3. What makes a high quality performance assessment?

Session 4. How will I assess students' work?

Session 5. How do I tailor and adapt a worthwhile performance task for my diverse students? What does the design process look like in action?

Session 6. What makes a high quality performance assessment?

Session 7. Submit final product: Performance Assessment Portfolio. 

 

THE INSTRUCTORS

DAISY MARTIN

Director of History/Social Studies Learning at SCALE

Daisy Martin's professional work focuses on the teaching and learning of historical thinking and literacy. She has co-created several digital projects that make research-based, high quality teaching resources freely available, and has worked with teachers nationwide on designing and using curricula and performance-based assessments. Daisy is a co-founder of the Stanford History Education Group and co-led teachinghistory.org. Her current projects include researching challenges and successes faced by educators in implementing coherent performance assessment systems, and working with history teachers in multiple states to design, implement, and learn from curriculum embedded performance assessments. A former history and civics teacher, Daisy holds a doctorate from Stanford University and a BA in history/philosophy from the University of Michigan.

SCALE CONTENT TEAM

The SCALE Content Team for this course share extensive experience with all aspects of developing, implementing, and using performance assessments to promote deeper learning. Susan Schultz, Nicole Renner, Jack Dieckmann, and Kari Kokka will provide instruction on their respective areas of expertise: Science, English/Language Arts, and Mathematics.

RUTH CHUNG WEI

Director of Assessment Research and Development at SCALE

Ruth Chung Wei is currently Director of Assessment Research and Development at Stanford Center for Assessment, Learning and Equity (SCALE), where she leads the design and research on performance-based assessments used in K-12 schools and in teacher education programs. Her current research is focused on the potential of performance assessments to serve as measures of student learning and growth, and the effectiveness of tools and protocols for improving the quality of teacher-designed performance assessments. A former secondary school teacher in the New York City public schools, Ruth Chung Wei completed her doctorate in education at Stanford University.

 

 

Designing for Deeper Learning

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Date: 
Tuesday, August 9, 2016
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ABOUT THIS COURSE

The Technology for Accountability Lab is a free, action-oriented course on using digital tools to promote transparency and accountability in politics, government and public affairs. The course is intended for (1) civic activists who have an interest in using technology in their work and (2) technologists who are interested in using their skills to build a more democratic and less corrupt world. Course content will be available in both English and Arabic, with a joint discussion board across the two languages.

The course includes 7 weeks of video lectures by experts from Stanford, the National Democratic Institute and other leaders in the field. Topics include:

  • Why Transparency is Important
  • Human-Centered Design
  • Monitoring Corruption at the Grassroots
  • Monitoring Parliaments
  • Monitoring Elections and Political Funding
  • Getting Citizens Involved
  • Monitoring the Private Sector
  • Telling Stories with Data

Click here for a complete course syllabus. Participants will also have the option to collaborate on projects to design or implement real-world democracy tools, including advocacy materials, during the course.

The course is offered by the Program on Liberation Technology at Stanford University in collaboration with the National Democratic Institute.

PREREQUISITES

Participants need not have a background in software development or civic engagement to take this course. There are no prerequisites.

COURSE LEADERS

The course was created by experts at the Program on Liberation Technology, Stanford University and the National Democratic Institute. 

Vivek Srinivasan, Program on Liberation Technology, Stanford University

Vivek has campaigned for various socio-economic rights in India, including the right to food, education and the right to information. His experience with these campaigns convinced him of the productive role that technology could play in popular movements, which led him to his current position. At Stanford, he leads the Combating Corruption with Mobile Phones Project which seeks to improve accountability by making the government transparent to the rural poor. He is also setting up a project to empower elected women Panchayat presidents in India through mobile phones.

Scott Hubli, National Democratic Institute

Scott is the Director of Governance Programs at the National Democratic Institute, supporting the Institute's programs on legislative development, open government, and local governance worldwide. With the Congress of Chile, he represents NDI as co-chair of the OGP Legislative Openness Working Group. Along with NDI's partners, Scott led the development of OpeningParliament.org and the drafting of the Declaration on Parliamentary Openness, a set of principles on parliamentary transparency and citizen participation.

Sarah Welsh, National Democratic Institute

Sarah is a Program Officer for the Governance team at the National Democratic Institute, where she supports global programs dealing with civic innovation, distance engagement and urban governance. Before joining NDI, she worked as an open-government advocate, journalist and Peace Corps volunteer.

PRESENTERS

TFALab is organized as a seminar series, with short presentations by the scholars and expert practitioners below. 

Tanja Aitamurto, Brown Media Institute

Tanja Aitamurto, Ph.D. is the Deputy Director and a postdoctoral Brown Fellow at the Brown Institute for Media Innovation at the School of Engineering at Stanford. She examines how collective intelligence, whether gathered by crowdsourcing, crowdfunding or co-creation, impacts journalism, governance and product design - particularly media innovations. Tanja is the author of Crowdsourcing for Democracy: New Era in Policy-Making. She has led the design and implementation of the Finnish Experiment, a pioneering case in crowdsourcing policymaking. She advises and studies open-government projects in several countries, including topics such as participatory budgeting and crowdsourced legislation. She has attended meetings and given talks about her research at the White House, the Wikimedia Foundation, OECD, the Council of Europe and in several parliaments and governments, including those of Canada, Austria and Finland.

Greg Brown, National Democratic Institute

Greg Brown supports the National Democratic Institute's work on legislative strengthening, good governance, and parliamentary openness, including theOpeningParliament.org project and the Open Government Partnership's Legislative Openness Working Group. Prior to joining NDI, Greg was an International Policy Fellow at the Sunlight Foundation.

Larry Diamond, Center on Democracy, Development and the Rule of Law, Stanford University

Larry Diamond is Senior Fellow at the Hoover Institution, Stanford University, and founding co-editor of the Journal of Democracy. At Stanford University, he is professor by courtesy of political science and sociology, and he coordinates the democracy program of the Center on Democracy, Development, and the Rule of Law (CDDRL), within the Freeman Spogli Institute for International Studies (FSI).

Ons Ben Abdelkarim, Al Bawsala

Ons, 27 years old, graduated from the French Engineering School Télécom Sud Paris (formerly Télécom INT) in 2012. She worked as a consultant for a security and risk management consulting firm, providing her the opportunity to work for prominent French and international companies, before returning to Tunisia in 2013. In Tunisia, she joined Al Bawsala, a Tunisian leading NGO working on accountability and good governance, where she served as secretary general during two years (2013-2015), the as president since 2015.

Asim Fayaz, University of California, Berkeley

Asim recently finished his Masters in Development Practice from UC Berkeley and is now a Data Scientist at Premise Data, a tech startup based in SF. In the past, he co-founded theTechnology for People Initiative, a Google and UKAid-funded technology and design startup, and worked for the World Bank in Pakistan on tech-enabled governance reform, which included the USD 50M Punjab Public Management Reform Program. He is an Acumen Fellow and won the TED Prize for City 2.0. He also holds a BS in Computer Science from Lahore University of Management Sciences.

Cristiano Ferri Soares de Faria, Chamber of Deputies, Brazil

Cristiano is a senior official of the Brazilian House of Representatives and has been working in lawmaking, opening parliament, digital democracy, parliamentary informatics, transparency, innovation and quality of law (legistic) for 23 years. He coordinated the e-Democracia Program, which Members of Congress can use to engage citizens in lawmaking. He also led the two legislative hackathons that the House hosted in 2013 and 2014, and is the founder and director of Hackerlab, the first permanent hacker space to be established in a national parliament.

Lindsay Ferris, formerly Sunlight Foundation

Until March 2016, Lindsay Ferris was the lead on Sunlight Foundation's efforts to confront money's influence on political power structures internationally. After working within the world of electoral politics in the U.S., she became a global advocate for using technology and open data to reduce corruption and increase access to information on political finance and lobbying activities. Lindsay holds a Bachelor's degree in Russian Language and Philosophy from the University of Virginia. She is now pursuing graduate studies.

Hind Kabaj, SimSim-Participation Citoyenne

Hind Kabaj is the president and cofounder of SimSim-Participation Citoyenne. A lawyer by training, Hind's professional experience has focused on the field of international development, including the areas of governance, citizen participation and gender equality. Prior to SimSim, Hind consulted for organizations such as the World Bank, the American Bar Association and Tetra Tech International Development. She also served as Middle East and North Africa Specialist for Tetra Tech International Development’s Democracy and Governance practice. Hind holds an LL.M. in International Legal Studies from Georgetown University in Washington, DC and a Master's in Business Law from Mohammed V University (Faculty of Law, Rabat-Agdal). She speaks Arabic, French, English and Spanish.

Manel Lahrabi, Mourakiboun

Manel Lahrabi is the Monitoring and Evaluation Manager for Mourakiboun, and has been a core member of the organization's team since 2011.

Finnur Magnusson, Meniga

Finnur Magnusson likes to make things. Since he made his first website, he has been fascinated with the potential of online communities. He got the opportunity to use these skills when he spearheaded the prototype for a new way of creating constitutions with direct input from the public, in Iceland. He is currently a product manager at Meniga. He also likes to make beer and bacon and likes to ride his bicycle.

Michael McNulty, National Democratic Institute

Michael McNulty is a Senior Program Manager for the Elections Team of the National Democratic Institute. He has more than 15 years of experience managing and providing technical assistance on election-related and civil society programs in Europe, Africa, Asia and Latin America. He has worked on a wide range of issues including election observation, organizational development, civic advocacy, election reform, electronic technologies in elections, and open election data. He earned his Master's degree from the School of Advanced International Studies (SAIS) at Johns Hopkins University and his Bachelor's degree from Ohio State University. He currently focuses on election law reform, monitoring and mitigating electoral violence, open election data and electronic technologies in elections.

Maggie Murphy, Transparency International

Maggie joined Transparency International in February 2013 and serves as Senior Global Advocacy Manager, with particular focus on the G20 and financial transparency issues. Prior to joining TI, she was the Geneva Representative for Minority Rights Group International, leading their human rights advocacy work with governments and within the UN human rights mechanisms. She holds a BA from Oxford University and a MSc from the London School of Economics.

Miroslav Palansky, Institute of Economic Studies, Charles University in Prague

Miroslav Palansky is a postgraduate student at the Institute of Economic Studies at Charles University in Prague, Czech Republic, focusing on public policy and development economics, and a researcher at EconLab, where he is part of its project on political financing. His current work includes policy-related projects for the Ministry of Finance of Georgia, the European Commission and UNU-WIDER.

Alasdair Roberts, Truman School of Public Affairs, University of Missouri

Alasdair Roberts is the co-editor of the journal Governance, a Fellow of the National Academy of Public Administration, and a public member of the Administrative Conference of the United States. He received his law degree from the University of Toronto and his PhD in Public Policy from Harvard University.

Whitney Smithers, City of Calgary

Whitney Smithers is a leader at the City of Calgary, promoting transformation in service delivery and customer interaction, including rethinking land-use planning systems. While working in finance, she delivered an award-winning multi-year business plan and budget. She has worked in government, private and not-for-profit sectors. She has an undergraduate degree in geography from University of Western Ontario and a Masters in Environmental Design from the University of Calgary, as well as a Masters certificate in Municipal Leadership from York.

Vitezslav Titl, EconLab, z.v. Prague, University of Siegen, KU Leuven

Vitezslav Titl is a researcher at Vrije Universiteit Brussel and EconLab in Prague, where he is also developing a website about the funding of Czech political parties (PolitickeFinance.cz.). His research mainly focuses on financing of political parties and the influence of political connections on the allocation of public funds and on the efficiency of public good provision. Currently, he is pursuing his PhD in political economics jointly at the University of Siegen and at KU Leuven.

Timothy Vollmer, Creative Commons

Timothy Vollmer is the Policy Manager for Creative Commons. He helps coordinate CC's public policy positions in collaboration with staff, an international affiliate network, and broad community of copyright experts. He educates policymakers at all levels and across various disciplines such as education, data, science, culture, and government about copyright licensing, the public domain, and the adoption of open policies.

Dave Whiteland, mySociety

Dave joined mySociety as a developer, but he doesn’t write much code these days — he spends his time helping people around the world use mySociety’s tools and platforms. As part of mySociety's busy international team, he has assisted local groups in many countries with their civic projects. He is often the bridge between non-technical and technical people on the ground, and mySociety’s in-house developers and designers.

Derek Willis, ProPublica

Derek Willis is a news applications developer at ProPublica, focusing on politics and elections. He previously worked as a developer and reporter at The New York Times, a database editor at The Washington Post, and at the Center for Public Integrity and Congressional Quarterly. He began his journalism career at The Palm Beach Post. He is a co-founder of OpenElections, a project to collect and publish election results from all 50 states. He lives outside Washington, D.C., with his wife and daughter, and lives online at thescoop.org or @derekwillis.

Terry Winograd, Stanford

Terry Winograd is Professor of Computer Science Emeritus at Stanford. He created and directed the Human-Computer Interaction Group and the teaching and research program in Human-Computer Interaction Design. He was a founding faculty member of thed.school and of the Program on Liberation Technology at Stanford University. He has been a consultant to a number of companies, including Google, which was founded by his students. He is also a founding member of Computer Professionals for Social Responsibility.

FREQUENTLY ASKED QUESTIONS

Do I need to buy a textbook?

No textbook is required for the course.

Can I earn a statement of accomplishment?

Yes, you can earn a statement of accomplishment with a "pass" or "distinction". Getting a statement with 'pass' requires you to watch at least 10 of the videos completely. Earning a distinction requires you to participate in a project, in addition to watching the videos.

Technology for Accountability Lab

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Date: 
Monday, July 25, 2016
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Fee Applies.

Now Open!

ABOUT THIS COURSE

New College-and-Career-Readiness standards emphasize the importance of speaking, listening, and conversing not only as a means for learning, but also as a valuable goal of learning. This short summer course is intended to help teachers prepare for teaching students to have in-depth conversations about content area concepts and topics. The first month of school is a vital time for establishing norms, building participation structures, preparing lessons, and fostering a culture of productive and respectful communication. The three sessions in this course will provide you with clear explanations, examples, and rationales for establishing constructive classroom conversations from the get go, when it counts the most.

Thousands of educators have participated in our professional development courses. A big a-ha! moment for these participants is the introduction to and practice with language tools. In this course we will be working with the Conversation Analysis Tool that has been developed by our team. The Conversation Analysis Tool is aligned with the shift in contemporary English Language Proficiency standards and focuses on language functions (what students do with language as they engage with content and interact with others) rather than language forms (grammar and vocabulary). Teachers can use this tool to examine whether conversational turns are building up previous turns to build up an idea, and more importantly, whether the conversational turns focus on content or skills related to the lesson objectives. This quick and easy tool allows teachers to formatively evaluate teaching and student learning, and to receive and offer feedback on a daily and weekly basis.

This course will serve as good preparation for our quarter-long Constructive Classroom Conversations course in the fall. Participants will be able to build on and put into practice what they have learned in this short course, and to collect, analyze and act on conversations between their own students.

Classroom teachers and instructional coaches from grades K to 12 and in all subject areas are welcome and encouraged to take this course together with their colleagues (for example, content teachers with ELD/ESL teachers).

COURSE CONTENT AT-A-GLANCE

This course consists of three online sessions, three weeks in a row. Each session includes expert video screencasts, classroom video clips, readings and resources, and assignments that will prompt participants to strengthen the curricular foundations of communication the first month of school.

  • Session 1: Establishing a Classroom Culture of Conversation (August 2 - August 8) - This session provides models and suggested activities for cultivating classrooms that value learning through constructive conversation.
  • Session 2: Creating Effective Conversation Prompts & Tasks (August 9 - August 15) - This session focuses on how to look at a lesson, envision the conversational opportunities, and craft effective prompts for back and forth conversations between students.
  • Session 3: Preparing for Effective & Efficient Formative Assessment of Conversations (August 16 - August 22) - The session prepares participants to (1) set up an assessment plan for assessing and reflecting on observations of paired student conversations, (2) provide immediate feedback to students during their conversations, and (3) reflect on conversation assessment to improve teaching and assessment.

COURSE INSTRUCTORS

Kenji Hakuta; Lee L. Jacks Professor of Education, Emeritus

Kenji Hakuta is active in education policy. He has testified to Congress and courts on language policy, the education of language minority students, affirmative action in higher education, and improvement of quality in educational research. Kenji is an elected Member of the National Academy of Education, a Fellow of the American Educational Research Association, and Fellow of the American Association for the Advancement of Science, recognized for his accomplishments in Linguistics and Language Sciences. He has served on the board of various organizations, including the Educational Testing Service, the Spencer Foundation, and the New Teacher Center.

Jeff Zwiers; Senior Researcher in the Graduate School of Education

Jeff has worked for more than fifteen years as a professional developer and instructional mentor in urban school settings, emphasizing the development of literacy, thinking, and academic language for linguistically and culturally diverse students. He has published books and articles on reading, thinking, and academic language. His most recent book is Academic Conversations: Classroom Talk That Fosters Critical Thinking and Content Understandings. His current work at the Center to Support Excellence in Teaching focuses on developing teachers’ core practices for teaching academic language, comprehension of complex texts, and oral communication skills across subject areas.

Sara Rutherford-Quach; Lecturer in the Graduate School of Education

Sara Rutherford-Quach, a former bilingual elementary teacher, has more than 13 years of experience working with linguistically diverse students and their teachers and has conducted extensive research on instructional practices for English learners. Sara was previously awarded a National Academy of Education Spencer Foundation Dissertation Fellowship for her work on the role of silence and speech in an elementary classroom serving language-minority students. Her areas of interest include classroom discourse and interaction analysis; language, culture, and instruction in multilingual and multicultural educational environments; institutional, policy, and curricular change; and educational equity. Sara has been involved with the design and teaching of more than 20 MOOC offerings since 2013 and she also directed the development of many learning modules with the Smarter Balanced Assessment Consortium and the ELPA 21 Consortium.

FREQUENTLY ASKED QUESTIONS

Is there any prerequisite for the course?

No.

Will I get a Record of Completion?

Students will receive a Record of Completion upon finishing the course requirements. Please note that Stanford University makes no representation that participation in the course, including participation leading to a statement of accomplishment, will be accepted by any school district or other entity as evidence of professional development. Participants are solely responsible for determining whether participation in the course, including obtaining a record of completion, will be accepted by a school district, or any other entity, as evidence of professional development coursework.

What is the course pace?

Unlike a traditional classroom, there is no specific time or day that you must log on or “attend” class: you are free to complete the session tasks at your own pace as long as you finish them within the allotted time.

Any additional textbooks or software required?

No.

Effective Conversation

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Date: 
Monday, October 24, 2016
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Application and Fee Apply.

This course is offered through Worldview Stanford. Worldview Stanford is an innovative Stanford University initiative that creates interdisciplinary learning experiences for professionals to prepare them for the strategic challenges ahead.

COURSE DESCRIPTION

What's driving big data? We increasingly live our social, economic, and intellectual lives in the digital realm, enabled by new tools and technologies. These activities generate massive data sets, which in turn refine the tools. How will this co-evolution of technology and data reshape society more broadly?

Creating new knowledge and value: Big data changes what can be known about the world, transforming science, industries, and culture in the process. It reveals solutions to social problems and allows products and services to be even more targeted. Where will big data create the greatest sources of new understanding and new value?

Shifting power, security, and privacy: The promise of big data is accompanied by perils—in terms of control, privacy, security, reputation, and social and economic disruption. How will we manage these tradeoffs individually and in business, government, and civil society?

  • Synthesize expert opinions from researchers and Silicon Valley innovators to understand big data's opportunities and challenges. Balance the tradeoffs between individual privacy and security and social value.
  • Apply strategies for leveraging the potential of big data while managing potential vulnerabilities, both personally and organizationally.

FEATURED EXPERTS

Learn from a variety of sources and Stanford experts, including:

Lucy Bernholz, philanthropy, technology, and policy scholar at the Center on Philanthropy and Civil Society

Sharad Goel, computational scientist studying politics, media, and social networks

Jennifer Granick, attorney and director of Civil Liberties at the Stanford Center for Internet and Society

Michal Kosinsk, psychologist and computational scientist studying online and organizational behavior at Stanford Graduate School of Business

Margaret Levi, political scientist specializing in governance, trust, and legitimacy

John Mitchell, computer scientist, cybersecurity expert, and Vice Provost of Teaching and Learning

 

Big Data

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Date: 
Tuesday, June 7, 2016
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Course topic: 

COURSE OVERVIEW

Explore the new research ideas on mathematics learning and student mindsets that can transform students' experiences with math. Whether you are a teacher preparing to implement the new Common Core State Standards, a parent wanting to give your children the best math start in life, an administrator wanting to know ways to encourage math teachers or another helper of math learners, this course will help you. The sessions are all interactive and include various thinking tasks to promote active engagement - such as reflecting on videos, designing lessons, and discussing ideas with peers.

You Will Learn

  • New pedagogical strategies
  • An understanding of high quality math tasks
  • Questions to promote understanding
  • Messages to give students
  • Inspirational messages from educational thought-leaders

WHO SHOULD ENROLL?

Teachers of math (K-12) or other helpers of students, such as parents. An accompanying course for students is also available here.

COURSE STRUCTURE

The course comprises 8 sessions, each with videos and activities that require approximately 1.5 to 3 hours to complete.

What is the course pace?
The course will be self-paced, you can start and end the course at any time in the months it is open.

TUITION

$99 per person

Group enrollment is available at $99/person by purchase order, company check, or wire transfer by emailing stanford-educ@stanford.edu

A discounted rate is available for groups of 150 or more, at $75 per person. Please contact stanford-educ@stanford.edu for more information on groups of 150 people or more 

PROFESSIONAL DEVELOPMENT HOURS

In the first run of the course many school districts in the US gave 16 professional development hours to the teachers who took the course – which means finishing the course and completing most of the assignments. Stanford University makes no representations that participation in the course, including participation leading to a record of completion, will be accepted by any school district or other entity as evidence of professional development.

Participants are solely responsible for determining whether participation in the course, including obtaining a record of completion, will be accepted by a school district, or any other entity, as evidence of professional development coursework.

QUESTIONS?

Please contact 
stanford-educ@stanford.edu
 or call 650-263-4144

Instructor(s): 
Jo Boaler
How to Learn Math for Teachers

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Date: 
Monday, April 11, 2016 to Tuesday, May 31, 2016
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Course topic: 

The Course

Given their emphasis on complex and sophisticated disciplinary skills and understandings, the Common Core State Standards, Next Generation Science Standards and the C3 Framework for State Social Studies Standards require ways of assessing that go beyond routine multiple-choice tests. Whether students are learning to select, use, and explain evidence to support a claim or to analyze data to evaluate a hypothesis, tests that require that students only bubble in a scantron are inadequate to measure (or support) students' learning and growth. Performance assessments are more suited to this task. While performance assessments vary along multiple dimensions, including duration and focus, they all demand that students use and apply critical skills and knowledge to demonstrate understanding.

This seven week course, produced by Katie Wilczak and Daisy Martin, will focus on building educators' capacity to use and develop curriculum-embedded performance assessments that fit local contexts. Course activities include reviewing sample performance tasks and developing a performance task that is aligned with a specific curricular unit and performance outcomes. We will use a learning-centered approach where assessments are not only about measuring learning, but are also events forlearning.

This MOOC is designed for grade 6-12 teachers working in the core disciplines of mathematics, language arts, history/social studies, and science. We also welcome other educators and policymakers. Participants will work collaboratively with other educators in their discipline to accomplish course learning goals and assignments.

The three main objectives of this course are for participants to:

  • Understand and identify features of high quality performance assessments;
  • Develop a grade-level, course-specific, practical, performance task that is aligned with (and embedded within) a curricular unit of study;
  • Contribute to building an online community of educators focused on using performance-based assessments to identify and develop students' abilities.

More Information

This seven-week course will include video presentations, required readings, homework activities, and peer review. For each of the first five sessions, students can expect to spend a total of 2-4 hours weekly watching videos, reading, completing assignments, and collaborating with peers. In the sixth and seventh week, students will do peer reviews of their colleagues' work and turn in their final assignments.

We encourage, and will support collaborative teams of educators in the course. Students can join the class with an existing team, or will create and join teams once the class has started.

Upon successful completion of the required assignments, students will earn a "Statement of Accomplishment" from NovoEd.

An outline of course sessions will be available here by mid-March.

The Instructors

Daisy Martin

Director of History/Social Studies Learning at SCALE

Daisy Martin's professional work focuses on the teaching and learning of historical thinking and literacy. She has co-created several digital projects that make research-based, high quality teaching resources freely available, and has worked with teachers nationwide on designing and using curricula and performance-based assessments. Daisy is a co-founder of the Stanford History Education Group and co-led teachinghistory.org. Her current projects include researching challenges and successes faced by educators in implementing coherent performance assessment systems, and working with history teachers in multiple states to design, implement, and learn from curriculum embedded performance assessments. A former history and civics teacher, Daisy holds a doctorate from Stanford University and a BA in history/philosophy from the University of Michigan.

SCALE Content Team

The SCALE Content Team for this course share extensive experience with all aspects of developing, implementing, and using performance assessments to promote deeper learning. Susan Schultz, Nicole Renner, Jack Dieckmann, and Kari Kokka will provide instruction on their respective areas of expertise: Science, English/Language Arts, and Mathematics.

Ruth Chung Wei

Director of Assessment Research and Development at SCALE

Ruth Chung Wei is currently Director of Assessment Research and Development at Stanford Center for Assessment, Learning and Equity (SCALE), where she leads the design and research on performance-based assessments used in K-12 schools and in teacher education programs. Her current research is focused on the potential of performance assessments to serve as measures of student learning and growth, and the effectiveness of tools and protocols for improving the quality of teacher-designed performance assessments. A former secondary school teacher in the New York City public schools, Ruth Chung Wei completed her doctorate in education at Stanford University.

 

Designing for Deeper Learning

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Date: 
Monday, March 28, 2016 to Friday, June 3, 2016
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COURSE DESCRIPTION

This online writing course is geared toward advanced non-native speakers of English who have significant experience with the language. It will focus on helping participants understand and practice the types of writing needed for most professions, from more formal texts such as proposals and project reports to more informal but still essential communications such as letters and emails. Emphasis will be placed on vocabulary choice, sentence structure, and paragraph organization. Coursework will include collaborative vocabulary exercises, sentence-level problem sets, short- and long-passage editing, as well as longer-document homework assignments chosen by the student. Participants will receive instructor and peer feedback throughout the course. 

Instructor

Kenneth Romeo

Lecturer, English for Foreign Students, Stanford Language Center

Kenneth Romeo specializes in listening, vocabulary, and writing courses for foreign students from beginning to advanced levels. He received a PhD in education from Stanford, specializing in language instruction and second-language acquisition.

Textbooks for this course

(Required) Michael Swan, Practical English Usage, 3rd Edition (iOS or Android app is also acceptable) (ISBN 978-0194420983)

DOWNLOAD THE PRELIMINARY SYLLABUS » (subject to change)

Fee applies.

English Continuing Studies Course

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Course topic: 

Important Notice

Course postponed. 

________________________________________________________________________________________________________________

The Course

Course description

English as a New Language (ENL); English Language Development (a.k.a. English as a Second Language (ESL); Designated ESL; Stand-Alone ESL/ENL; or, Focused Language Study) takes a variety of forms in present-day schools. In many schools, teachers teach ENL for a set amount of time (e.g., 30 minutes) a day. Other ENL teachers have multiple classes each day. In many cases, teachers think that they need to focus solely on grammar and vocabulary. However, emphasizing grammar and vocabulary is not the most effective for lasting and engaging language learning. Language was created to get things done, to communicate – and this is where this MOOC starts. It focuses on how to design and teach activities that are saturated with communication, and where needed, strategically develop grammar and vocabulary to support communication.

This course is in response to the call made by the New York State Education Department's Blueprint for English Language Learner (ELL) Success, which views all teachers as teachers of ELLs and asks educators to work across content areas to support ELLs to meet the demands of the Common Core Learning Standards.

Each session presents the focal area to work on for the following month (e.g., listening and watching, reading and viewing, writing/multimedia output, speaking, writing, and conversation), along with model activities and lessons that emphasize the focus, analyses of the models and non-models, lessons to be strengthened by participants, and a sample "expert" modifications of lessons. Whenever possible, we include samples of activities from two levels: Entering and Transitioning.

Course organization

Session 1 – Course Overview & Communication-Focused Listening & Watching 
Session 2 – Communication-Focused Reading & Viewing 
Session 3 – Communication-Focused Speaking 
Session 4 – Communication-Focused Writing 
Session 5 – Communication-Focused Conversations

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Frequently Asked Questions

1. How much does the course cost?

The course is offered free of charge.

2. Are any materials or textbooks needed for this course?

You will be asked to complete readings as part of the course, but all required readings will be available for free via the course website. Several of the optional readings will also be free to participants and available online. To access additional optional readings online, participants may need to pay a small fee for copyright royalties to authors and publishers. Details about how to access these optional readings will be available via the course website.

3. How do I show my school that I completed this course?

Every participant who completes the course requirements will receive a free statement of accomplishment signed by the instructors. As to whether this free statement of accomplishment may be used for professional development units in your specific context, you would need to check with your employer. Specific requirements for receiving a statement of accomplishment will be available when the course begins.

4. Do I have to be a teacher to take this course? Who else might be participating in this course?

You do not have to be a teacher to take this course. The course may also be valuable to ELL coaches, teacher educators, and site and district administrators, among others. In order to fully participate in the course, however, you do need to have access to a classroom in which you can obtain student language samples and implement lessons (or collaborate with classroom teachers to obtain student language samples and implement lessons). This is because several of the course assignments require submitting language samples - either samples of student writing or brief transcriptions of students' oral language - and reflecting on lessons.

5. Are there any tests or assignments?

The course will be organized into five sessions. Within each session, you will have one assignment to complete. In general, the course follows a cycle of inquiry approach in which you gather data about student language (specifically, samples of language students used when constructing a claim supported by evidence) implement a lesson based on your insights about student language, reflect on that lesson, and repeat the cycle again. In addition, you will provide feedback to your peers about their work.

6. Is the course self-paced? Can I work ahead?

Some aspects of the course, such as readings and lecture videos, you can complete at your own pace. Within each of the five course sessions you can largely work at your own pace, but you cannot work ahead on future sessions. Because several assignments center around providing feedback to peers and collaboratively creating a lesson plan with your team, you will need to coordinate some aspects of your work with your teammates.

7. How long should I plan on spending in the course and on coursework each week?

The course will be organized into five sessions, each spanning approximately three weeks. We anticipate that each session will take approximately 7-8 hours to complete, spread out over the approximately three week time span.

The Instructors

Jeff Zwiers

Senior Researcher in the Stanford Graduate School of Education

Jeff Zwiers is a senior researcher at the Stanford Graduate School of Education and director of professional development for the Understanding Language Initiative, a research and professional learning project focused on improving the education of academic English learners. He has consulted for national and international teacher development projects and has published articles and books on literacy, cognition, discourse, and academic language. His current research focuses on improving professional learning models and developing classroom instruction that fosters high-quality oral language and constructive conversations across disciplines.

Elsa Billings

Consultant at Understanding Language Initiative, Stanford Univeristy

Elsa Billings is a consultant for the Understanding Language Initiative.Elsa holds a Ph.D. and two M.A.'s from Stanford University.Her work as an educator and researcher seeks to address one of the nation's most pressing issues; informing and improving educational access and opportunities for linguistically and culturally diverse students.Elsa has extensive experience and expertise in teaching, curriculum development, professional development of teachers and coaches, and working with schools to improve instructional practices for English language learners (ELLs).Elsa has published numerous book chapters and articles in peer-reviewed journals. Her corpus of work includes investigations of the pedagogical practices in serving ELLs in the classroom, and the ways that technological innovations can support teaching and learning. Elsa's current research agenda seeks to extend this work by more closely examining the professional development (PD) provided teachers around the new Common Core…More »

Sara Rutherford-Quach

Lecturer in the Stanford Graduate School of Education

Sara Rutherford-Quach is the Director of Academic Programs & Research for Understanding Language and a Lecturer in the Stanford Graduate School of Education. A former bilingual elementary teacher, Sara has more than 13 years of experience working with linguistically diverse students and their teachers and has conducted extensive research on instructional practices for English learners. Sara was previously awarded a National Academy of Education Spencer Foundation Dissertation Fellowship for her work on the role of silence and speech in an elementary classroom serving language-minority students. Her areas of interest include classroom discourse and interaction analysis; language, culture, and instruction in multilingual and multicultural educational environments; institutional, policy and curricular change; and educational equity.

Steven Weiss

Project Manager, Stanford ELL Leadership Network

Steven Weiss is a Senior Research Associate at Stanford's Understanding Language/SCALE and the Project Manager for the Stanford ELL Leadership Network, a collaboration between seven small to medium sized school districts in Northern California focused on developing leadership capacity around English Language Learners. Prior to joining Understanding Language, he worked at the Quality Teaching for English Learners (QTEL) program at WestEd, where he was a professional developer and instructional coach for secondary teachers and administrators in urban school districts such as New York City, Austin, San Diego and San Jose. He has also worked as a K-8 school administrator, a bilingual/ESL resource teacher, and a high school Spanish/History/ESL teacher. Steven is bilingual in Spanish. He holds an M.Ed. from U.C.L.A., an M.A. in Educational Administration from San Francisco State University, and an M.A. in Spanish from Middlebury College.

 

Using Communication

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Date: 
Thursday, February 18, 2016 to Tuesday, May 31, 2016
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The Course

The Common Core State Standards and Next Generation Science Standards emphasize improving the quality of student-to-student discourse as a major feature of instruction. The new standards specifically describe the importance of students understanding the reasoning of others and engaging in meaningful conversations using evidence for claims. Yet this type of student-to-student interaction tends to be rare in classrooms. Common classroom teaching activities such as whole class discussions, jigsaws, and think-pair-shares can have the appearance of constructive interactions, but they often do not provide adequate opportunities for all students to engage in back-and-forth dialog. This course looks closely at student-to-student conversations and addresses ways to improve students' abilities to engage in the types of interactions described in the new standards.

This course consists of four main sessions with three weeks between each session in order to provide extra time for application and reflection. The learning in this course relies heavily on participant contributions and comments, especially in the team collaboration setting. Participants will be expected to complete both team and individual assignments for all sessions. The sessions and assignments are designed for participants who teach or have access to classrooms in which they can gather samples of students' conversation during lessons. Finally, we include resources and tasks for instructional coaches and others who support teachers and build school-wide capacity.

Please note that this is a slightly modified version of previous courses offered since the Fall of 2013. This course is targeted towards both elementary and secondary school teachers.

We hope you will join us on this exciting journey.

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Prerequisites

In order to participate in the course, you will need to have access to a classroom in which you or the teacher you are observing are able to collect short samples of paired student talk on two different occasions.

Frequently Asked Questions

1. Will I get a Statement of Accomplishment?

Participants who complete the course requirements will receive a FREE Statement of Accomplishment issued through NovoEd. Please check with your employer as to whether this statement of accomplishment may be used for professional development credit. There is no fee for this course and to receive a statement of accomplishment.

If you would like to receive a Record of Achievement with Narrative Evaluation from the Stanford University Graduate School of Education with the approximate number of professional development hours to which the course is equivalent, you may pay a fee of $200 as well as complete the course requirements. Participants who choose this option with also receive a narrative evaluation from instructors on their course performance.

2. How much of a time commitment will this course require?

The course has 4 main sessions, each three weeks apart. Studying course materials (lecture videos and readings) takes about 1.5 hours per session, while assignments will take around 6-8 hours per session.

3. Any additional textbooks or software required?

No.

Syllabus

Orientation: Introduction to Course and Teams

Session 1: Constructive Conversations I

In this session we dive into what high-quality talk between students can sound like in lessons that effectively teach the new standards. Specifically, we focus on the features of “constructive interactions," during which students create, clarify, support, and negotiate ideas as they talk about concepts and build understandings in a discipline.

Session 2: Teaching the Constructive Conversation Skills

This session focuses on instruction to support rich interaction introduced in Module 1. We analyze video clips that show teaching that fosters interaction skills described in the new standards. We look at activities that help students build interactions skills for staying focused on objectives, building and negotiating ideas, and clarifying ideas.

Session 3: Constructive Conversations II

In this session, we will look more in depth at how to foster student interactions that build the learning of lesson objectives, challenge thinking, and push students to use more complex language of the Common Core standards.

Session 4: Collaboration, Communication, and Community

This will be a summative session, in which we will pull together everything we've covered in the course to create a product that communicates to other teachers the value of having a discourse focus for implementing the new standards. You will also consider next steps for applying and collaborating in this work during the year.

The Instructors

Kenji Hakuta

Jeff Zwiers

Senior Researcher in the Stanford Graduate School of Education

Jeff Zwiers is a senior researcher at the Stanford Graduate School of Education and director of professional development for the Understanding Language Initiative, a research and professional learning project focused on improving the education of academic English learners. He has consulted for national and international teacher development projects and has published articles and books on literacy, cognition, discourse, and academic language. His current research focuses on improving professional learning models and developing classroom instruction that fosters high-quality oral language and constructive conversations across disciplines.

Sara Rutherford-Quach

Lecturer in the Stanford Graduate School of Education

Sara Rutherford-Quach is the Director of Academic Programs & Research for Understanding Language and a Lecturer in the Stanford Graduate School of Education. A former bilingual elementary teacher, Sara has more than 13 years of experience working with linguistically diverse students and their teachers and has conducted extensive research on instructional practices for English learners. Sara was previously awarded a National Academy of Education Spencer Foundation Dissertation Fellowship for her work on the role of silence and speech in an elementary classroom serving language-minority students. Her areas of interest include classroom discourse and interaction analysis; language, culture, and instruction in multilingual and multicultural educational environments; institutional, policy and curricular change; and educational equity.

 


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