Leading Ambitious Teaching and Learning

Course 1 of 5: MicroMasters® Program in Leading Educational Innovation and Improvement 6 weeks total 2 - 4 hours each week
2327

Please select the start dates for your courses below.

Scheduled Start:

Course Overview

Want to explore ambitious teaching and how collaboration between students and teachers can lead to deeper learning and the development of 21st-century skills?

This course is developed in partnership with Microsoft as part of the Microsoft K-12 Education Leadership initiative, which aims to help K-12 school leaders drive the pursuit of ambitious instruction in classrooms.

Beyond the straightforward transfer of facts and skills, ambitious instruction has teachers and students making meaning of rich academic content, engaging authentic practical and intellectual puzzles, and creating new knowledge and capabilities in themselves and others. Globally, ambitious instruction sits at the very center of policy-driven educational improvement efforts, with schools and systems pressed to engage students in “deeper learning” and the development of “21st-century skills.”

What You’ll Learn

  • o use videos and other evidence to develop teachers’ understandings of ambitious instruction.
  • To use technology to support students and teachers in enacting ambitious instruction.
  • To use research-based frameworks to organize schools and systems to support ambitious instruction.
  • To use leadership strategies and skills to inspire and support positive change.

Prerequisites

Working knowledge of schools and education systems as well as the political, policy, and public pressures to improve educational opportunities and outcomes for all students.

Meet Your Instructors

Deborah Loewenberg Ball

The William H. Payne Collegiate Professor of Education and an Arthur F. Thurnau Professor in the School of Education at University of Michigan Deborah Loewenberg Ball is the William H. Payne Collegiate Professor of Education and an Arthur F. Thurnau Professor in the School of Education at the University of Michigan, and the founding director of TeachingWorks. She taught elementary school for more than 15 years, and continues to teach mathematics to elementary students every summer. Ball serves on the National Science Board and the Mathematical Sciences Research Institute Board of Trustees, chairs the Spencer Foundation Board of Directors, and is the president-elect of the American Educational Research Association. She completed eleven years as dean of the U-M School of Education in June 2016. Ball's research focuses on the practice of mathematics instruction and on the improvement of teacher training and development. She is an expert on teacher education, with a particular interest in how professional training and experience combine to equip beginning teachers with the skills and knowledge needed for responsible practice. Ball has authored or co-authored more than 150 publications and has lectured and made numerous major presentations around the world.

Nell Duke

Professor in the School of Education at The University of Michigan Nell Duke is a Professor in the School of Education at the University of Michigan. Her work focuses on early literacy development, particularly among children living in poverty. Her specific areas of expertise include development of informational reading and writing in young children, comprehension development and instruction in early schooling, and issues of equity in literacy education. She is the recipient of the P. David Pearson Scholarly Influence Award from the Literacy Research Association and the American Educational Research Association Early Career Award, as well as awards from the National Reading Conference, the National Council of Teachers of English, and the International Reading Association. She has served as co-principal investigator on projects funded by the Institute of Education Sciences, the National Science Foundation, the Spencer Foundation, and the George Lucas Educational Foundation, among other organizations. Duke has served as an advisor for many education and policy organizations. She has also served as author and consultant on a number of educational programs and speaks widely on literacy education. Among her books is Inside information: Developing powerful readers and writers of informational text through project-based instruction and Beyond bedtime stories: A parent’s guide to promoting reading, writing, and other literacy skills from birth to 5, now in its second edition.

Liz Kolb

Clinical Assistant Professor in the School of Education at University of Michigan Liz Kolb is a Clinical Assistant Professor in the School of Education at the University of Michigan. She authored Toys to Tools: Connecting Student Cell Phones to Education (published by ISTE, 2008), Cell Phones in the Classroom: A Practical Guide for the K-12 Educator (ISTE, 2011), and Unleash the Learning Power of Your Child's Cell Phone (ISTE, 2013). In addition, she has published numerous articles and book chapters on new technologies and education in prominent publications such as Education Leadership, Scholastic, Edutopia, ISTE's Edtekhub, and Learning and Leading with Technology. Kolb has done consulting work and has been a featured and keynote speaker at conferences all over the United States and Canada. She is an elected board member to MACUL, the state of Michigan organization for teaching with technology. She is a member of the COSN advisory board for mobile learning and emerging technologies. She is passionate about engaging students in education and educational opportunity through their own technologies. Kolb is also the creator and coordinator of the 4T Virtual Conference, which is a free conference for practitioners that occurs every May. Kolb is a former social studies and computer technology teacher.

Elizabeth Birr Moje

Dean of the School of Education at University of Michigan Elizabeth Birr Moje is the Dean of the School of Education, the George Herbert Mead Collegiate Professor of Education, and an Arthur F. Thurnau Professor in the School of Education at the University of Michigan. She is also a faculty associate in the Institute for Social Research and in the Latino/a Studies program. Moje began her career teaching history, biology, and drama at high schools in Colorado and Michigan. In her current research and community engagement work, Moje uses an array of methods to study and support young people’s literacy learning in Detroit, Michigan. She is particularly interested in the intersections between disciplinary literacies of school and the literacy practices of youth outside of school. She also studies how youth draw from home, community, ethnic, popular, and school cultures to make cultures and to enact identities. In related work focused on teacher learning, Moje developed and co-directs Teaching and Learning the Disciplines through Clinical Practice Rounds, with colleague Robert Bain. The Rounds Project, which advances discipline-based literacy teacher education in urban settings, was awarded the provost’s Teaching Innovation Prize at the University of Michigan in 2010.
2327

Duration

6 Weeks

Experience Level

Advanced

Learning Partner

University of Michigan

Program

Leading Educational Innovation and Improvement

Subject

Education & Teacher Training