Overview

ANet’s unique Virtual Learning Modules are designed as quick (30-45 dedicated minutes) online courses sequenced on high impact topics related to equity and accessibility. They are designed to help you tackle foundational topics first, and then increasingly specialized topics as your knowledge builds. Each of these modules are currently free for all educators. To learn more about partnering with ANet, visit us at achievementnetwork.org.

Module

Objectives

When to Use

Juicy Sentences for English Language Learners   

This module give an overview of a research-based classroom practice that helps ELLs access complex grade-level texts.

  • Articulate why juicy sentence conversations can be an effective way to support English Learners and all students to become proficient readers of grade-level texts

  • Identify juicy sentences within a larger text

  • Prepare for a conversation around a juicy sentence for their grade band

During a data meeting, planning meeting, or as pre-work for an interaction that involves classroom observation

Learning and Thinking Differences (vol 1): Building Empathy  

 This module, the first in a series of two, addresses the needs of students with learning and thinking differences (LTD by helping to build empathy for the struggles and strengths of students with LTD, and how educators can approach their learning with an assets-based mindset.

  • Dispel myths on the neuroscience surrounding learning and thinking differences

  • Further empathize with the challenges students face when they have LTD 

  • Orient towards an assets-based mindset that will help us develop our students into resilient learners

During a data meeting, planning meeting, or as pre-work for an interaction that involves classroom observation

Learning and Thinking Differences (vol 2): Cognitive Load

This module, the second in a series of two addresses the needs of students with learning and thinking differences (LTD), explains the research behind cognitive load — how our brains process new information, and what that implies for students with LTD.

  • Define elements of cognitive load (working memory, long-term memory) and why it matters when thinking about how we support students with LTD

  • Identify practices that help students manage cognitive load within a lesson or activity (e.g. pre-teaching, utilizing multiple modalities)

During a data meeting, planning meeting, or as pre-work for an interaction that involves classroom observation