In this five-week series of facilitated online training sessions, you will learn about the key dimensions of Accountable Talk, the Institute for Learning's program for academically productive talk, including:

• The relationship between academically productive talk and student learning.
• Critical features of Accountable Talk that promote learning.
• Teacher talk moves that are most effective in evoking desired features of student talk.
• Talk starters that scaffold student talk.
• Classroom talk formats.
• Equity and access to the talk community.
• Strategies for introducing and implementing Accountable Talk.

In this seven-week series of facilitated online training sessions, you will learn about:

• The features of Accountable Talk and the ways talk can help students construct the meaning of a text.
• Research on the effectiveness of meaning-making and strategy-based approaches to reading comprehension and the uses of each approach to support student reading comprehension.
• The Questioning the Author approach as a framework for designing rigorous text discussion.
• Criteria for choosing a rigorous text for discussion.
• Analyzing a text for big ideas and for possible student confusion and misconceptions.
• Segmenting a text for discussion and determining the intended learning at each planned stopping point.
• Designing open-ended queries.
• Selecting the vocabulary essential to the comprehension of the text.
• Developing a writing prompt to use as a tool for students to consolidate their understanding and for teachers to assess student understanding of the text.

In this seven-week series of facilitated online training sessions, you will learn about:

• The basic ideas (features and instructional purposes) of Accountable Talk as used in literature discussions.
• Features of complex narrative texts.
• Selecting a complex narrative text appropriate for an inquiry-based discussion with a particular group of secondary students.
• Developing sequenced, open-ended questions that guide learners from comprehension to higher level thinking about a particular complex, narrative text.
• Using and self-assessing the effectiveness of stable routines and talk formats that promote understanding of texts through talk and writing.
• Using a lesson planning template to develop a set of lessons that support learners' reading, writing, and talking about a complex, narrative text.

In this seven-week series of facilitated online training sessions, you will learn about:

• The benefits and limitations of engaging students in mathematical discussions.
• Identifying and distinguishing between talk that is accountable to the community and talk that is not.
• The impact a teacher's choice of task has on students' opportunity to talk about mathematical ideas and the characteristics of tasks that support such talk.
• Recognizing, using, and assessing Accountable Talk moves to foster student-to-student talk.
• How the selection of high-level tasks along with the use of Accountable Talk classroom conversations address the National Council of Teachers of Mathematics (NCTM) mathematics content and process standards, as well as the Common Core State Standards for Mathematics.

In this seven-week series of facilitated online training sessions, you will learn about:

• How different classroom talk formats support English language learner participation in the classroom.
• Why it is important to provide ELL students with opportunities for talk in the English language arts classroom.
• The language and content demands of rigorous tasks that require ELL students to use and learn academic English.

In this seven-week series of facilitated online training sessions, you will learn about:

• The different types of historical inquiry and the way that historical habits of thinking reflect an inquiry mindset.
• The use of inquiries to guide or frame a learning experience, lesson or instructional unit.
• Articulating scholarly ideas, standards, and guiding inquiries for a lesson of instruction focused on classroom inquiry.
• Selecting and defending the use of appropriate primary evidence (texts and data) relevant to a particular subject of inquiry.
• Structuring the classroom for historical inquiries through Accountable Talk, formative assessment, and other pedagogical routines.
• Articulating a connection between inquiry methods and different methods of assessment.

In this seven-week series of facilitated online training sessions, you learn about:

• The Learning Walk protocol, norms, and skills.
• The distinction between evidence and judgment.
• The connection between The Learning Walk routine and professional learning.
• Thought-provoking questions as catalysts for professional learning.
• Creating and maintaining trust in the practice of The Learning Walk routine.
• Preparing the school community to participate in The Learning Walk process.