PLN1: Forming & Reforming Reading/Writing/Talking Across the Curriculum, Pre-K to 4, 5-8 or PreK to 8 (EDCE533)
Participants investigate the PLN Frameworks of The Five Reading/Writing/Talking Processes and The Four Lenses of Learning, apply these concepts and frameworks to their classroom materials and content texts/lessons, and make adaptations based on their own contexts and curriculum frameworks. Participants also engage in learning experiences that are rich in problem-solving, critical thinking, and logical reasoning including discussions about how to adapt these approaches for inclusion students. Educators learn how to engage students in transacting with text (comprehension), composing text, extending reading and writing through a workshop format, investigating language, and learning to learn activities that encourage students to metacognitively reflect on their own learning. Participants are asked to bring classroom curriculum materials and content texts to the course for practical applications of course concepts and strategies.

PLN1: Critical Reading and Writing in Support of Learning, Grades 5–12 (EDCE533) and (EDCE646 PIIC)
A focus for secondary school teachers (MS and HS) is increasing students’ active reading and writing about content area texts. PLN 1 Secondary offers practical strategies and applications that help establish a literate classroom environment in support of learning that links subject areas, with a focus on depth of learning. Teachers,
specialists, and administrators learn approaches to create learning experiences that are rich in problem-solving, critical thinking, and logical reasoning based on The Five Reading/Writing/Talking Processes and The Four Lenses of Learning.

PLN1: School Leaders-Leading to Positively Impact Student Literacy,
PreK-12 (EDCE649)
School leaders need to analyze, evaluate, and synthesize the most current information related to leadership, literacy instruction, and creating change to act as catalysts for organizational learning and the development of professional learning communities within their school districts. School administrators need to learn and model the practical strategies and applications that help establish a priority on literacy instruction across all grade levels and subject areas. Instructional leaders reinforce that school teachers need to be involved in the constant process of increasing students' active reading and writing about content area texts within the high-pressure environment of state accountability. PLN 1 for School Leaders integrates leadership standards, change theories, and literacy strategies based on The Five Reading/Writing/Talking Processes and The Four Lenses of Learning to increase student engagement which leads to student achievement. School leaders learn approaches to help them establish literate school environments that are grounded in problem solving, critical thinking, and logical reasoning - concepts that are focused on state and national standards. They employ practical techniques that investigate and connect content in all subject areas to the real world. Administrators learn to foster professional learning communities that increase the intelligence of their organization.

PLN 1 for School Leaders is structured to allow participants the opportunity to explore strategies and concepts for leading their administrative team to increase students’ reading and writing proficiency. Participants are encouraged to try out the strategies discussed in class and reflect on this implementation with colleagues and facilitators, as
well as inform their practice through professional readings. They also complete a final project: a district or school specific action plan based on local standards. Through this final project they model and lead their district’s administrators and teachers to positively impact the literacy skills of their students.

PLN 2: Integrating Teaching/Learning/Assessment in Reading/Writing Literacy (EDCE564)
This seminar brings participants to the next level of involvement with The PLN Five Reading/Writing/Talking Processes of PLN1. Participants collaborate with colleagues and reflect on the PLN literacy frameworks and their current practice as they engage in goal-planning and congruent assessment approaches in their classrooms and schools for the year (or years) to come. The seminar emphasizes curricular planning, discussions about classroom/district/state benchmarks and standards, curricular problem-solving, document review of student work, and revisiting and extending reading/writing literacy approaches from PLN 1.

PLN 3: Implementing a Literature-Centered Classroom for Children and Adolescents (EDCE680)
In this seminar, participants explore the significant role of good literature in classrooms and try out practical suggestions for initiating independent and group activities using literature and oral/written composing. At the elementary school level, the seminar focuses on integrating children’s literature across the curriculum, supporting independent and collaborative reading, and analyzing author’s craft and book art as scaffolds for students’ own writing. At the secondary level, participants investigate the use of young adult fiction for building student engagement, connecting to curricular themes, and addressing social issues. One particular emphasis of the PLN 3 seminar is the implementation, management, and assessment of literature discussion groups using rich literature for children and adolescents.

PLN 4: Investigating Language Using Explicit and Systematic Learning Experiences, K–8 (EDCE670)
In this seminar, elementary and/or middle grade teachers learn about the implementation of Reading/Writing/Talking Process #4: Investigating Words and Sentences using evidence-based concepts and resources in the areas of decoding, grammar, and spelling. The focus is on the integration of explicit and systematic instruction of decoding, spelling, and Standard English sentence patterns. Educators learn how to help students develop word attack skills, spelling knowledge, and context-appropriate use of Standard written and oral English.

Participants explore the use of Word Making and Sentence Making with students as well as other active learning approaches that focus on best practices: phonemic awareness, phonics, fluency, grammar, vocabulary, and comprehension.

PLN 5A: Informational Reading and Writing, PreK to 12 (EDCE611)
In this seminar, participants use PLN frameworks to explore the genre non-fiction discuss strategies to increase opportunities for students to read and write using informational texts.  At the elementary school level, participants explore practical suggestions for informational texts in read aloud sessions and as “mentor texts” for writing.  Participants investigate the features on informational texts, the use of non-fiction example as models of authors’ craft, and the pairing of fact and fiction “twin texts” to enrich students’ understanding and appreciation of both genres.  This seminar provides ideas for using informational texts along with content-area textbooks to support student research.

In secondary schools, the vast majority of reading and writing students do is informational:  they must navigate the demands of reading in content areas such as science, social studies and mathematics.  In this seminar, secondary teachers use the PLN frameworks to develop strategies for helping students access and produce the academic language of content area text.  Areas of focus include reading textbooks, primary source materials, writing informational and persuasive papers, note making, response building, and research writing.

OR

PLN 5B: Informational Reading and Writing (K-8): Building World Knowledge and Reading/Writing with a Disciplinary Stance (EDCE_____)
In this seminar, participants use PLN frameworks to explore the genre of non-fiction and they discuss strategies to increase opportunities for students to read and write using informational texts. Areas of focus include: investigating features of informational texts and the relationship between fiction and non-fiction, using textbooks and primary source materials, and building and assessing student engagement with text through note-making, response-building, and research writing.

Course topics include: The Four Lenses of Learning, The Five Reading/Writing/Talking Processes, Building World Knowledge, Reading and Writing with a Disciplinary Stance, building engagement with high quality literature across the curriculum, learning the craft of non-fiction authors' texts and embedding key language, developing sentence and paragraph knowledge, creating/enhancing composing structures in the classroom and meta-cognitive awareness.

The PLN 5 course also includes ongoing journals integrating professional readings from the PLN 5 online bulk pack and classroom strategy try outs, a final project 3-5 page essay (“Pulling It All Together”) that integrates course experiences and insights into a comprehensive paper that focuses on the implications of the course. A separate assignment is an Independent, Job Embedded Write Up that links course concepts and strategies into a practical school based plan that will be implemented in your school and/or classroom between classes 2-4. Some options include: two study groups with colleagues and school leaders, two presentations with colleagues and school leaders about PLN 5 concepts and strategies, two classroom demonstrations and two follow up discussions with colleagues, and/or two parent workshops with home literacy strategies and concepts learned during the course.

PLN 6: Research, Non-fiction Reading, Writing and Technology (EDCE620)
This seminar explores the relationship between inquiry-based learning and technology. Participants investigate the process of developing essential questions to guide research through a variety of techniques, such as I-Search and We-Search. The skills and processes of technology are examined as an integral part of non-fiction reading, writing, and the presentation of information.

Participants critically reflect on the role that technology plays to support, enhance, and change literacy teaching and learning as they adapt classroom instruction to the learning needs of their students. The seminar provides practical, hands-on experiences with graphic organizers, Internet research techniques, web page development, and multimedia presentations.

Basic computer skills are recommended for PLN 6 participants.

PLN 7: Reading/Writing/Science: Implementing an Integrated Curriculum (EDCE635)
This seminar provides support for educators as they implement a dynamic science program that blends discussions of current theoretical concepts with hands-on science activities. The focus is on integrating developmentally-appropriate literacy activities within content curriculum frameworks. At the elementary level, work includes development and/or enrichment of thematic science units across the curriculum. At the secondary level, there is a focus on scaffolding academic literacy activities (such as lab reports, observation notebooks, and science journals) as tools for deepening the learning of science concepts. Throughout the seminar, teachers explore and problem-solve issues of practice that arise from their implementations.

PLN 8: WebQuests Interactive Web-based Lessons (EDCE508)
ONLINE COURSE
This seminar provides opportunities for teachers to create bridges for their students between the Web and relevant and related content areas. A WebQuest integrates the PLN framework with a compelling problem/question or challenge for students to investigate utilizing online and offline resources. Participants develop original learning experiences for students through the scaffolding WebQuest structure. A WebQuest enables educators and students to experience the Web as more than a fact-finding encyclopedia because it encourages them to analyze and synthesize information to make meaningful connections in an authentic context, and to increase their understanding of concepts in a variety of content areas. This seminar can be conducted online to provide flexibility for participation. ...More online courses

PLN 9: Forming and Reforming Reading/Writing/Talking Across the Curriculum: Addressing the Needs of English Language Learners (ELLs)(EDCE612)
In this seminar, participants learn how to address the language, literacy, and learning needs of English Language Learners in their classes through active, hands-on experiences that model the concepts and strategies that are to be applied in their schools. Practical activities are informed by research on second-language acquisition, bi-literacy development, and content-based second language instruction, and they are blended with discussions of current research-based literacy concepts as presented in many state language arts frameworks. Teachers explore strategies to teach reading/writing/talking across all content areas to ELLs, and work to establish literate classroom environments that are accessible to all students. This seminar is designed to foster collaboration between mainstream teachers and ESL teachers within and across schools while strengthening collegial support and problem-solving in the implementation of the PLN frameworks. Participants get an overview of the management and evaluation of a literate environment that is accessible to ELLs while focusing on the development of curriculum plans that integrate content and language.

PLN 10: Inquiry into Student Learning to Inform Practice (EDCE630)
In this seminar, participants take a closer look at what it means to be a teacher and a student in a PLN classroom. Participants examine the learning experiences of two specific students and reflect on the implications of this seminar learning for all students in their classrooms. Based on The Reading/Writing/Talking Processes and The Lenses of Learning, participants explore ways to construct learning experiences that help their students grow to be co-constructive, resilient problem solvers. Participants draw on teacher observations, samples of the students’ work, and any additional sources of information to create a portrait of two students. During the seminar, participants explore ways to engage students in reflective dialogue and writing. They also participate in Curriculum Problem Solving, Document Review and Reviewing a Child with Care based on the integrated work of Pat Carini (The Prospect School) and Dr. Morton Botel (PLN/University of Pennsylvania).
*Prerequisite: 2 PLN Seminars preferred (PLN 1 and an additional seminar. PLN 1 is required.)

PLN 11: Re-Energizing Our School Communities: Helping Teachers and Administrators Manage School Stress through Mindfulness Training (EDCE615)
The rewards of teaching and school leadership are diminished by the stress that educators face each time they walk into their classrooms and schools. At times, the insistent demands in and outside of the classroom can overshadow the joys of education. This seminar focuses on learning to successfully manage the stressors that face educators and recapture the deeper satisfactions of teaching and school leadership.

This seminar helps participants make fundamental changes in how they react to stress through a series of techniques grounded in a traditional form of meditation known as mindfulness. Mindfulness-based techniques are pragmatic tools that help educators re-energize their capacity to teach, learn, and lead schools while managing day-to-day stress. These techniques have been adapted for use in education and are presented in a straightforward, practical fashion. Participants learn what prevents them from maintaining relaxation and balance in their personal and professional life, discover how to undo those obstacles, and then start to actively recapture the enthusiasm that initially led them to education.

PLN 12A: Helping Students Needing Learning Support in the Inclusive Classroom (EDCE636)
Experts encourage the education of at-risk students within the least restrictive environment. This inclusive approach results in classroom communities of learners with a range of learning styles and needs, many of whom are diagnosed with special needs or are thought to be exceptional.  The purpose of this seminar is to demystify the special learner; to understand what the special learner goes through in his quest to learn. Teachers understand, accommodate, modify and reach out to their special needs students from the moment they enter the classroom.  Teachers learn highly adaptable strategies they can plug into their curriculum across grades and ages to foster student engagement.  Application of PLN pedagogy to immediate practice empowers teachers and students from the first to the final class. In this seminar, participants learn how to address the language, literacy, behavior and learning needs of at-risk learners in their classrooms. To inform practice, journal articles and texts draw on research-based frameworks from the special education field and the PLN literacy frameworks. Teachers explore modifications and accommodations relevant to their students' learning needs, allowing them to reach all learners in their classroom.

Seminar participants weave the PLN philosophy with a variety of easy to use interactive learning strategies that can be immediately applied. Educators have the opportunity to share their adaptations with peers in order to facilitate understanding of best practices for all learners. To ensure that teachers understand the laws that surround special learners, the special education process will be addressed from the time a student is identified as at-risk to meeting the requirements of a protected handicapped student.

To allow for ecologically sound practice, a wiki space is utilized in this course where articles and strategies are stored for downloading and a discussion board is provided for posting and responding to journals. Final projects provide a way for participants to pull together their understanding and application of their seminar learning and experiences.

PLN 12B: Brain Based Learning Processes: Supporting Your Students/ Helping Students Needing Learning Support in the Inclusive Classroom)(EDCE648)
Experts encourage the education of at-risk students within the least restrictive environment. This inclusive approach results in classroom communities of learners with a range of learning styles and needs, many of whom are diagnosed with special needs or are thought to be exceptional. Expanding upon the pedagogy of The Four Lenses and their application through practice begun in PLN 12 A, PLN 12 B takes a deeper look into the curriculum addressing rich strategies to increase comprehension, engagement and success.  Brain processes that derail students such as memory, attention, processing speed and executive functioning are experienced, understood and addressed to allow teachers to foster academic and behavioral gains in their students.  

In this seminar participants have the opportunity to explore brain based learning and behavioral issues to increase their ability to address the needs of all students.  Participants gain a broad understanding of how special education works and how to navigate the system to ensure that no student “falls through the cracks”.

Educators have the opportunity to follow their own at-risk students and collaborate on effective and adaptive teaching strategies in order to facilitate their understanding of best practices for all learners. To allow for ecologically sound practice, a wiki space is utilized in this course, where articles and strategies are stored to download and a discussion board is provided for posting and responding to journals.

Final projects provide a way for participants to pull together their understanding and application of their seminar learning and experiences.

PLN 12C: The Emotional Brain - Implications for the PLN Classroom
Educators who teach with an understanding of the emotional brain have classrooms that are well managed, have fewer discipline problems, increased student
learning and less job stress. This course helps teachers engage students in ways that support PLN's frameworks: The Four Lenses of Learning and The Five
Reading/Writing/Processes. Participants learn about the biology of emotion and how it affects learning, self concept and self advocacy.  They also learn how to best reach the explosive child, the disconnected child and the chronically inattentive child.  They explore what the emotional brain teaches us about the best way to structure lessons and build a safe learning community.

Participants consider their students' social/emotional developmental issues and needs at various ages, how gender differences impact learning, ways to lessen anxiety, fear and avoidance and systems of classroom management that align with brain based research and the PLN frameworks. Participants apply the concepts and strategies, reflect in ongoing journals, learn independently about related topics of interest
and participate in a job-embedded project.

PLN14: The PLN Google Experience (ONLINE COURSE)
This seminar integrates The PLN Five Reading/Writing/Talking Processes with Google Tools to support the use of technology as a mind tool. Participants bring communication and collaborative tools into their current curriculum instruction. They create collaborative documents and presentations to explore all content areas. Blogging and podcasting with Google Tools provides a user-friendly protected space for teachers and students to journal, share ideas and interact to enhance the social nature of learning. Google Earth’s and Maps’ interdisciplinary instructional capabilities foster geographical thinking by investigating literature road trips, examining the power of images and their impact on history and current events, and traveling the earth’s geography, explorations, migrations, and history. Guides and examples of teachers using Google Tools in innovative ways provide support for replicating and creating activities. In addition to Google applications Google power searching strategies to develop critical thinking about keywords and research skills are covered. ... More online courses

PLN 15: Engaging Students through Digital Learning Environments
In this seminar participants will investigate what motivates a digital learner. The PLN framework will be used to investigate ways in which technology can improve teaching and learning in the digital age.  The Four Lenses of Learning as well as The Five Reading/Writing/Talking Processes will be examined through a variety of Web 2.0 applications such as: Google docs, Voice Thread, blogs, wikis,  and Vimeo and social networks.  Participants will identify an area of need in their classroom and use the PLN frameworks to develop learning activities incorporating the Web 2.0 tools.

The seminar is structured to provide participants with the opportunity to explore applications of technology that facilitate and inspire student learning and creativity.  Participants are expected to try out the strategies and tools explored in class and reflect on their application with colleagues and inform their practice through professional readings. Recommended before taking PLN 15:  PLN 1

PLN 16: What is the Family Literacy & Numeracy Program? The PLN Family Literacy and Numeracy Program includes interactive workshops conducted by veteran PLN facilitators.

PLN 18B: Teaching Writing Across the Curriculum Infused with Technology (EDCE622)
This class is the fusion of technology and writing for beginner to intermediate technology users.  Participants are invited to take a fresh look at writing and more generally, The Five Reading/Writing/Talking Processes and The Four Lenses of Learning as writers themselves. Through collaborative, hands on experiences, participants continue to realize the interactive partnership of how reading good, rich literature inspires students to become good writers. This seminar continues to explore making sense of the writing process with ongoing discussions of what some of the experts have to say. Web 2.0 tools relevant to the writing process are explored.  Participants bring communication and collaborative tools into their current writing curriculum instruction.  Collaborative documents and presentations to explore all content areas are a part of the process. This course is designed to invite and support those reluctant and those who embrace the partnership of technology and writing. 
Through the introduction of a variety of writing strategies, teachers gain the resources to be able to guide their students to continue to meet the goal of increasing opportunities for even reluctant writers to be actively engaged in the writing process. Participants explore practical strategies and suggestions about how to implement writing techniques and their appropriate application, while adapting to meet their varied needs across the curriculum. Breathing new life into writing is an active part of this course. Guiding and inviting teachers to use, and become comfortable using Web 2.0 Tools in innovative ways will provide support for many writing strategies. We encourage a supportive learning environment for making connections as we explore and introduce our writing strategies. Participants can expect to participate in one to three online sessions.

PLN 24: Literacy and Learning Across the Curriculum PreK-8, PreK-4 or 5-8 &
PLN 25: Literacy and Learning Across the Curriculum 5-12, 5-8 or 9-12
How do teachers build engaging classrooms that can affect student motivation, build curious, active learners, and have meaningful impact on achievement?  This seminar focuses on building an understanding of the research and practical classroom applications related to successful teaching, learning and literacy in the Early Childhood, Elementary, Middle School and/or High School classroom.

Participants translate this understanding into building instructional activities that foster active engagement and meaningful reading, writing, and talking experiences for all students.  Participants actively explore PLN concepts and strategies through the frameworks of The Five Reading/Writing/Talking Processes and The Four Lenses of Learning.

PLN 26A: Literacy and Learning Across the Curriculum in the Inclusive Classroom
The purpose of this seminar is to demystify the special learner; to understand what the special learner goes through in his quest to learn. Teachers understand, accommodate, modify and reach out to their special needs students from the moment they enter the classroom.  Teachers learn highly adaptable strategies they can plug into their curriculum across grades and ages to foster student engagement.  Application of PLN pedagogy to immediate practice empowers teachers and students from the first to the final class. 

Participants learn how to address the language, literacy, behavior and learning needs of at-risk learners in their classrooms against the backdrop of PLN’s Five Reading/Writing/Talking Processes and The Four Lenses of Learning.  To inform practice, journal articles and texts draw on research-based frameworks from the special education field and the PLN literacy frameworks. Teachers explore modifications and accommodations relevant to their students' learning needs, allowing them to reach all learners in their classroom. A wiki space is utilized in this course, where articles and strategies are stored for download and a discussion board is provided for posting and responding to journals. Final projects provide a way for participants to pull together their understanding and application of their seminar learning and experiences using The Five Reading/Writing/Talking Processes and The Four Lenses of Learning frameworks.

PLN26B: Literacy and Learning Across The Curriculum in the Inclusive Classroom Highlighting the Implications of Brain Research for All Learners
Experts encourage the education of at risk students within the least restrictive environment. This inclusive approach results in classroom communities of learners with a range of learning styles and needs. PLN 26 B takes a deep look at the curriculum while addressing rich strategies to increase comprehension, engagement and success for all students against the backdrop of The Four Lenses of Learning and the Five Reading/Writing/Talking Processes.

Brain processes that derail students such as memory, attention, processing speed and executive functioning are experienced and discussed to allow teachers to foster academic and behavioral gains in their students.  In this seminar participants have the opportunity to explore brain based learning and behavioral issues to increase their ability to address the needs of all students.  Participants gain a broad understanding of how special education works and how to navigate the system to ensure no student falls through the cracks in collegial discussion groups.  Educators have the opportunity to follow their own at risk students and collaborate on effective and adaptive teaching strategies in order to facilitate their understanding and application of best practices for all learners. A wiki space is utilized in this course, where articles and strategies are stored for download and a discussion board is provided for posting and responding to journals. Final projects provide a way for participants to pull together their understanding and application of their seminar learning and experiences.
No prerequisites although participants are encouraged to take 26A first.

PLN 27: Literacy and Learning Across the Curriculum for English Language Learners (ELLs)
Participants learn how to address the language, literacy, and learning needs of English Language Learners in their mainstream classes through active, hands-on experiences that model the concepts and strategies that are to be applied in their schools. Practical activities are informed by research on second-language acquisition, bi-literacy development, and content-based second language instruction.

These classroom activities are blended with discussions of current research-based literacy concepts as presented in many state language arts frameworks. Teachers explore strategies to teach reading/writing/talking across all content areas to ELLs, and work to establish literate classroom environments that are accessible to all students. This seminar is designed to foster collaboration between mainstream teachers and ESL teachers within and across schools while strengthening collegial support and problem solving in the implementation of The Four Lenses of Learning and The Five Reading/Writing/Talking Processes.  Participants get an overview of the management and evaluation of a literate environment that is accessible to ELLs while focusing on the development of curriculum plans that integrate content and language. No prerequisites but PLN 24 or PLN 25 are highly recommended before taking this course.

PLN 28A: Literacy and Learning: Writing Across the Curriculum (EDCE____)
Participants are invited to take a fresh look at writing in an engaging and interactive environment. Through collaborative, hands on experiences, participants realize the interactive partnership of how reading good, rich literature inspires all students to become good writers. This seminar supports teachers as they explore the writing process across the curriculum with ongoing discussions of what experts have to say about nurturing writing in every content area and at every grade level. This exploration takes place against the backdrop of The Four Lenses of Learning and The Five Reading/Writing/Talking Processes.

Through the introduction of a variety of writing strategies, teachers have the resources to be able to guide all students to meet the goal of increasing opportunities for even reluctant writers to be actively engaged in the writing process. Participants explore practical suggestions about how to implement writing techniques and their appropriate application, while adapting these strategies to meet students’ varied needs across the curriculum.

Breathing new life into writing is an active part of this course. Some of the strategies participants explore are: Writing From Text, Poetry, Writing a Good Sentence, Descriptive Writing, Writing a Transition Sentence, Finding Focus in Student Writing, Honoring Student Writing, Using Writing Portfolios to Enhance Instruction and Assessment, Exciting the Reluctant and the “Out of the Box” writer. As with all PLN seminars, the strategies are adapted to the participants’ grade levels.
No prerequisites but PLN 24 or PLN 25 are highly recommended before taking this course.

PLN 28B: Literacy and Learning Across the Curriculum: Advanced Writing and Technology
Participants experience the fusion of technology and writing for immediate and long-term classroom application in this seminar. Teachers and specialists are invited to take a fresh look at writing and more generally, The Five Reading/Writing/Talking Processes and The Four Lenses of Learning as writers themselves. Through collaborative, hands on experiences, participants continue to realize the interactive partnership of how reading good, rich literature inspires students to become good writers. This seminar continues to explore making sense of the writing process with ongoing discussions of what some of the experts have to say about composing text. Web 2.0 tools relevant to the writing process are explored.  Participants bring communication and collaborative tools into their current writing curriculum throughout the seminar.  Collaborative documents and presentations to explore all content areas are a part of the process. This course is designed to invite and support those reluctant and those who embrace the partnership of technology and writing. 

Through the introduction of a variety of writing strategies, participants gain the resources to be able to guide their students to meet the goal of increasing opportunities for even reluctant writers to be actively engaged in the writing process. Participants explore practical strategies and suggestions about how to implement writing techniques and their appropriate application, while adapting to meet their varied needs across the curriculum. Breathing new life into writing is an active part of this course. Guiding and inviting teachers to use, and become comfortable using Web 2.0 Tools in innovative ways will provide support for many writing strategies. This course encourages a supportive learning environment for making connections through the exploration and introduction of advanced writing/technology strategies. Participants can expect to participate in one to three online sessions.
This course is for Beginning and Intermediate technology users. Participants are encouraged to participate in PLN 28 A before taking this course although it is not a prerequisite.

PLN 29: Literacy and Learning Across the Curriculum: Engaging Students In Digital Learning Environments
Participants investigate what motivates a digital learner.  PLN frameworks are used to investigate ways in which technology can improve teaching and learning in the digital age.  The Four Lenses of Learning as well as The Five Reading/Writing/Talking Processes are examined through a variety of Web 2.0 applications such as: Google docs, Voice Thread, blogs, wikis, Vimeo and social networks.  Participants identify an area of need in their classroom and use the PLN frameworks to develop learning activities incorporating the Web 2.0 tools.

Participants explore applications of technology that facilitate and inspire student learning and creativity that are rich in literacy experiences across the curriculum.  Participants are expected to try out the strategies and tools explored in class and reflect on their application with colleagues and inform their practice through professional readings.
PLN 24 or PLN 25 are required before taking this course.

PLN 30: Family Literacy and Numeracy Programs
The PLN Family Literacy and Numeracy Programs include interactive workshops conducted by veteran PLN facilitators. The literacy program is effective for parents with children ages 4-10 and it works particularly well for ELL and Special Needs students up to age 12. The numeracy program is effective for parents with children ages 5-7 and up to age 8 for ELL and Special Needs students.   These literacy and numeracy activities can help prepare students for successful classroom learning.

Family Literacy: Families are given a collection of leveled paperback books at the first workshop along with teaching guides and investigation activities to keep in their home library. The books are enjoyable and engaging, and provide many opportunities for parents and children to have conversations about these stories as a paradigm for learning together using other books that they have at home or in school.

The PLN facilitators support parents as they explore books, lesson plan guides and language investigation activities (emphasizing decoding, sentence making and vocabulary activities) during both workshops.