1. Developing an Online Course: A Road Map for the Process English Language Arts 3-5: Vocabulary

2. Overview: What were we trying to create? An online professional development course for elementary teachers (grades 3-5) about vocabulary Course content based on current research on effective vocabulary instruction Course goals aligned with NCTE standards Six sessions--4-5 hours per session--for teachers to investigate vocabulary teaching practices A course that will increase children’s word knowledge

3. Gather a Team ELA content specialist Professional development curriculum developer Technical consultants Videographer

4. Determine what you want to accomplish Tailor professional development to meet the specific requirements of schools Needs of children in district:  What do you want students to achieve? Needs of teachers:  What do teachers need to know to accomplish those student outcomes?

5. Identify standards and research base National Council of Teachers of English (NCTE) State standards International Reading Association: What Research Has to Say about Reading Instruction Texas Reading Initiative: Promoting Vocabulary Development: Components of Effective Vocabulary Instruction Pacific Resources for Education and Learning: A Focus on Vocabulary National Reading Panel: Vocabulary Instruction

6. Write your goals What do you want teachers to know and be able to do Consider outcomes for students GoalTeacher KnowTeacher Skill or Practice Student Outcome Select important words to study Criteria to select high-utility words for instruction How to use criteria to identify Tier Two words within text Students build vocabulary of high utility words

7. Planning Chart: Roadmap SessionReadingActivityVideo/ Interactive DiscussionClassroom application Final project 1. Choosing words to teach Select the most important topics Design elements to support the topic and goals Consider coherence across 6 sessions

8. Design session elements to support the topic and goals Identify focus for individual session Plan elements with focus in mind  Topic of the session  Reading  Other input: video or online interactive  Activity  Discussion question  Application to classroom  Final project

9. Look at the big picture: Evaluate coherence across the sessions Do the sessions build on each other? Is there a logical progression? Is there a thread between the discussions Do the assignments help teachers make connections across the course? Do the assignments contribute to a final project?

10. Plan individual sessions: Timing Plan for a five hour learning experience  Plan for a 4 hour session  Allow at least one hour for web discussion--where much of the synthesis of learning takes place Consider how much time intervenes between sessions:  Allow enough time for teachers to do reading, activity/assignment, and then reflect on them in discussion Consider time in academic year:  Will teachers be working with students?  Will the online course be available in the summer?

11. What makes an effective session?  Topic focus: What will really make a difference with students?  Clear objective: What will teachers know and be able to do by the end of the session?  Importance: Rationale for learning and applying the new knowledge  Readings: Online  Instructional strategy: Step-by-step process  Application: Does the activity prepare teachers to apply learning?  Reflection: Will the discussion question further teachers’ thinking? Plan individual sessions: Good instructional design

12. What supports do teachers need to be successful? Modeling through video Graphic organizers for vocabulary Lesson template Guidelines for final project

13. Plan for individual sessions: Provocative discussions can… Create a community of learners--  Teachers who feel safe to question  Teachers who can support each other in trying new skills Launch a discussion thread Challenge and stretch teacher’s thinking

14. Consider the assignments and final project What do teachers need to apply or practice? Will a final project allow the teachers to synthesize the information in the course across sessions?

15. Plan for assessment How will you know that teachers have accomplished the goals for the course?

16. Plan for an evaluation of the course How will you know the course has accomplished its goals? How will you evaluate the outcomes for children over time?