eMBEDDED LEARNING™ System

The content in the Early Literacy Series is based on the reading research reported by the National Reading Panel and required by Reading First. The five major elements of reading (phonemic awareness, phonics, fluency, vocabulary and comprehension) serve as the core content, with an initial emphasis on oral language development and a concluding emphasis on writing, the reciprocal element of reading. These elements are explored through the application of Pearson and Gallagher's Gradual Release of Responsibility Model, which involves explicit modeling, guided practice, independent practice, and finally, independent application.

Participants in eMBEDDED LEARNING multimedia courses report enjoying the learning experience because the methodologies are rooted in proven practices associated with adult learning. Cognitive load theory is applied so learners are not overwhelmed and make the most of their working memory during coursework. On-screen text is timed to appear to match narration and reinforce the key points. Common cues for similar activities are used throughout the series. Based on the Learning Pyramid, the most effective techniques possible are used to maximize retention by the learner: discussion groups, practice by doing and immediate use.

In each course, the learner is required to conduct a series of mini-studies with six students. As new elements are introduced, participants first learn about assessments used to determine the needs of their students. After administering an initial assessment to establish baseline data, they learn about, differentiate and apply instructional strategies associated with each element that corresponds to each student's specific needs. Further progress monitoring determines the success of the applied instructional strategies over time. Results of the mini-study are shared among study group members and the course facilitator to ensure that there is a correct match between assessment results and the instructional response for each student. This cycle of action research helps the teacher learn how assessment results can be used to deliberately select the appropriate intervention to accelerate student learning.

Leaders in successful schools develop and maintain systems-based approaches to professional development to ensure that all current staff, as well as incoming staff, can access consistent, engaging, and high quality coursework. Effective professional development requires creating and sustaining professional learning communities. The school culture that is defined by ongoing professional dialogue focused on collaboratively examining student work and learning will yield improved achievement results. The Early Literacy Series establishes common language, understanding and collaborative processes among teachers, while the single course, Providing Instructional Leadership, provides the content needed by principals to support those teachers. The four-course Teacher Leadership and Coaching Series further ensures ongoing maintenance of teachers' new learning by developing building-level coaches' understanding of their role and how to maximize their effectiveness.