Stanford Summer Teaching Institute

Join CSET this July and August and surround yourself with excellence in teaching at the Stanford Summer Teaching Institute. Finding and signing up for PD is as easy as 1, 2, 3. 

  1. Explore courses below. Find the course for you! 
  2. Read through our General Information section to learn more about pricing, group rates, course times, cancellation policy, and more.
  3. Register as an inividual or group using the button in the left side bar.

See you this summer! For further questions contact CSETeduPD@stanford.edu.

Week 1 Courses

Transforming Teaching and Learning with Technology

Designed for teachers in grades 3 – 12

Digital learning and digital literacy play a substantive role in ensuring that all students are college and career ready. This hands-on course provides direct instruction on how to use technology to emphasize communication and higher-order thinking, drive inquiry, and create rich, engaging, and student-centered learning opportunities. Because technology, used effectively, is not a stand-alone learning activity, during the course you will unpack Common Core State Standards in your grade level and subject area to see where they call for technology integration, and examine and experiment with mobile and web-based education technologies and use cases appropriate for your classroom context.

This course provides a firm foundation and resources for making complex decisions about how, when, and why to use technology in the classroom, and is appropriate for instructors across grade levels, subject areas, and levels of experience with education technologies.

Instructors: Shawn Kim and Pamela Levine

Course Dates: Jul 7 - 10 (Tue-Fri) and Aug 4 - 7 (Tue-Fri)

Course Length: 4 days

CEU: 2 units

Making Thinking Visible: In-Depth Learning through Arts Integration

Designed for K-6 teachers of all subjects

How can we help students see the multiple perspectives in a text? How do we teach our students to engage their imaginations and creative skills to solve a math challenge or to understand the complexity of history or the sciences?

The arts provide powerful experiences for developing creativity, critical thinking, collaboration and communication in the classroom. In this course, we will explore how arts integration can turn your classroom into a lively, focused community in which all students are engaged in meaningful inquiry, problem solving, and in-depth learning. Through a collaborative exploration of architecture, oranges, and design principles, teachers will discover new ideas for interdisciplinary learning across the curriculum to build the complex thinking skills and content area literacy required by the Common Core State Standards. English Language Arts, math, science, and social studies will joyfully leap to life through accessible lessons, materials and media that spark the imagination and make visible to students the concepts and critical thinking they need to succeed in today’s classroom. 

Instructor: Susan Freeman

Course Dates: Jul 7 - 10 (Tue-Fri)

Course Length: 4 days

CEU: 2 units

Do you want to go deeper with arts integration? Check out Week 2 of summer programming. Susan Freeman teaches Making Thinking Visible II: Designing and Planning Instruction for Arts Integration.

Examining Global Change in the Era of Imperialism

Designed for high school History and Social Science teachers

We study history, many say, to learn from history’s mistakes. Our decisions today are informed by the lessons of yesterday. How do we help students develop a critical lens toward events of the past? In this course, eight Stanford scholars will offer rich content knowledge on imperialism (broadly defined) in Asia, Latin America, the Middle East, Africa, Russia, East Europe, and Eurasia. Lessons by the Stanford History Education Group (SHEG) and the Stanford Program on International and Cross-Cultural Education (SPICE) will be offered. Teachers can draw upon new content knowledge and exemplary lessons to collaboratively develop engaging and content-rich lessons.  

Instructor: Alicia Dorosin, accompanied by Stanford Global Studies-affiliated professors

Course Dates: Jul 7 - 10 (Tue-Fri)

Course Length: 4 days

CEU: 2 units

Teaching the Mathematical Practices: Modeling with Math

Designed for middle school and high school Mathematics teachers

We make enormous promises to our students that mathematics models the world they live in, that math has power in their world. Today’s world is as quantitative as ever, but we attempt to make good on our promise with word problems that look nothing like that world and look nothing like modeling as it’s practiced by mathematicians. The adoption of the CCSS is a terrific opportunity to redefine what math modeling means in our classroom. In this session we’ll learn teaching practices, including how to create and facilitate math tasks, that can help us engage and challenge our students in the modeling practice of the CCSS. We'll answer the questions, what is modeling, how do we get our students to do it, and how do we get our students to like it? Teachers will work collaboratively with other participants to develop materials to be used in their own classrooms.

Instructor: Zack Miller

Course Dates: Jul 7 - 10 (Tue-Fri) and Aug 4 - 7 (Tue - Fri)

Course Length: 4 days

CEU: 2 units

Reading and Teaching Complex Texts

Designed for English/Language Arts teachers in grades 4-12

Complex texts make many demands on their readers at the same time that they offer readers, and teachers, many rewards. In this workshop we will consider features that make literary texts complex. Teachers will practice techniques such as anchoring, reading role plays and conducting reading conferences. We will also discuss current research on reading, reading test scores and demographics, and what the field of young adult literature tells us about what young people can do with complex texts outside of school. This course is designed for upper elementary and secondary teachers whose courses ask students to read literary fiction and nonfiction texts (including novels, memoirs, speeches, poetry, scripts, letters, biographies). Teachers are encouraged to bring the complex texts they plan to teach as time and resources will be provided for individual lesson design. We will continue by focusing on best practices for teaching students to independently make meaning as they read. 

Instructor: Jennifer Wolf

Course Dates: Jul 7 - 10 (Tue - Fri)

Course Length: 4 days

CEU: 2 units

Core Practices for Inquiry-based History Teaching - SOLD OUT!

Designed for middle school and high school History teachers and also suitable for those who teach Social Studies methods courses

Working with materials from the Stanford History Education Group’s Reading Like a Historian curriculum and Beyond the Bubble assessments, this introductory workshop focuses on four instructional practices central to inquiry-based history instruction. These include:

  • Modeling historical reading of documents from the Library of Congress
  • Facilitating classroom discourse around historical topics
  • Supporting students to develop evidence-based claims, both oral and in writing
  • Assessing students’ historical thinking skills

Throughout the workshops sessions, teachers will have opportunities to experience and practice instructional activities in large and small groups formats. Additionally, teachers will work collaboratively to adapt and develop materials for their own classrooms. 

Instructors: Joel Breakstone and Brad Fogo

Course Dates: Jul 7 - 10 (Tue-Fri)

Course Length: 4 days

CEU: 2 units

NABT/BSCS AP Biology Teacher Academy

Designed for AP Biology teachers

Through this course, teachers will use research-based strategies to strengthen their pedagogical knowledge in order to enhance their students' conceptual understanding of biology. By focusing on integrating the AP Science Practices as outlined in the AP Biology Curriculum Framework, teachers will work collaboratively to analyze and enhance their current curriculum to better reflect the big ideas and unifying concepts of biology. Teachers will explore biology curriculum-building, teaching practices, and assessments in the context of their upcoming school year. Working in a team with other dedicated AP Biology instructors, we will build a network of support for excellence and leave teachers feeling excited to expand and guide their students' opportunities to learn biology at a deeper level.

Course Instructors (July): Barbara Haig, Beth Dixon, Mickey Laney-Jarvis

Course Instructors (Aug): Barbara Haig, CherylAnn Hollinger, Katie Ward, Dana Grooms, Mickey Laney-Jarvis

Course Dates: Jul 6 - 10 (Mon-Fri) and Aug 3 - 7 (Mon-Fri)

Course Length: 5 days

CEU: 3 units

Beyond Code-Switching: A Culturally Sustaining Approach to English Language Arts Teaching

For English Teachers from Grades 6-12, in Culturally and Linguistically Diverse Classrooms
 
Language and identity are tightly tied together. As teachers, we often struggle to support the cultural and linguistic identities of our students while still preparing them for the expectations of academic and professional worlds. We need a thoughtful and intentional approach to how we talk and teach about language so student identities are supported while their linguistic repertoires grow. Code-switching is an approach currently used to address this issue, however it tends to result in over-simplified dichotomies of  “right” and “wrong” or “appropriate” and “inappropriate”. 

In this course, we’ll explore research pertaining to this subject and use it to build lessons that value students’ linguistic backgrounds and expand their linguistic repertoires. Focusing on four strands of ELA (reading, writing, speaking & listening, and language), we will craft lessons that emphasize “effective” language use as opposed to “correct” language use. Teachers will learn new ways to talk about language with their students, take away immediately applicable lesson plans, and will have built a network of support to continue to work through issues of language and identity in their classrooms.

Instructor: Mike Metz

Course Dates: Jul 7 - 10 (Tue - Fri) and Aug 4 - 7 (Tue - Fri)

Course Length: 4 days

CEU: 2 units

Week 2 Courses

Transforming Teaching and Learning with Technology

Designed for teachers in grades 3 – 12

Digital learning and digital literacy play a substantive role in ensuring that all students are college and career ready. This hands-on course provides direct instruction on how to use technology to emphasize communication and higher-order thinking, drive inquiry, and create rich, engaging, and student-centered learning opportunities. Because technology, used effectively, is not a stand-alone learning activity, during the course you will unpack Common Core State Standards in your grade level and subject area to see where they call for technology integration, and examine and experiment with mobile and web-based education technologies and use cases appropriate for your classroom context.

This course provides a firm foundation and resources for making complex decisions about how, when, and why to use technology in the classroom, and is appropriate for instructors across grade levels, subject areas, and levels of experience with education technologies.

Instructors: Shawn Kim and Pamela Levine

Course Dates: Jul 7 - 10 (Tue-Fri) and Aug 4 - 7 (Tue-Fri)

Course Length: 4 days

CEU: 2 units

Teaching the Mathematical Practices: Modeling with Math

Designed for middle school and high school Mathematics teachers

We make enormous promises to our students that mathematics models the world they live in, that math has power in their world. Today’s world is as quantitative as ever, but we attempt to make good on our promise with word problems that look nothing like that world and look nothing like modeling as it’s practiced by mathematicians. The adoption of the CCSS is a terrific opportunity to redefine what math modeling means in our classroom. In this session we’ll learn teaching practices, including how to create and facilitate math tasks, that can help us engage and challenge our students in the modeling practice of the CCSS. We'll answer the questions, what is modeling, how do we get our students to do it, and how do we get our students to like it? Teachers will work collaboratively with other participants to develop materials to be used in their own classrooms.

Instructor: Zack Miller

Course Dates: Jul 7 - 10 (Tue-Fri) and Aug 4 - 7 (Tue - Fri)

Course Length: 4 days

CEU: 2 units

ChemEx²: Chemistry Experiences and Experiments for Learning

Designed for high school Chemistry teachers

Teachers will work with a set of chemistry experiences and experiments that can foster student learning and expand high-leverage, core teaching practices in chemistry. These chemistry experiences have been designed and vetted by the Stanford University Department of Chemistry in conjunction with high school chemistry teachers and science educators. The experiences will provide opportunities for participants to make strong connections with the Next Generation Science Standards (NGSS) and Common Core State Standards. Chemistry content and teaching practices will be tightly integrated around key chemical phenomena and concepts.  Participants will develop a plan for their own classrooms that uses these experiences, experiments, and core teaching practices to address the science learning goals in the NGSS and Common Core State Standards. Follow-up days during the academic year will enhance learning through additional instruction, collaborative feedback, and your own continued reflection on effective teaching practice in chemistry.

Course Instructors: Katrina Rotter, Sally Seebode, Kevin Doyle, and Christopher E. D. Chidsey (Stanford Chemistry Department Collaborating Faculty)

Course Dates: Jul 27 - 30 (Mon - Thu), Aug 3 - 6 (Mon - Thu) *this is a two-week long course

Please note, this course is generously supported by a grant, and therefore the cost to teachers is the same as our one-week courses.

Course Length: 8 days

CEU: 5 units

The Difference Between Doing Reading and Writing and Being a Reader and Writer

Designed for teachers of reading and writing in grades 3 - 5

Would you consider yourself a reader? A writer? How can we build the belief in our students that they are also readers and writers? In this course we explore how to develop literacy in students with the goal that reading and writing become much more than just procedures in the eyes of students. Preparing students with this skill is highlighted in the shifts of the Common Core. Teachers will collaborate with colleagues to develop and enhance curriculum to implement during the school year that addresses these shifts. Teachers will leave with principles and processes for teaching and nurturing young readers and writers.

Course Instructor: Jennifer Wolf

Course Dates: Aug 4 - 7 (Tue-Fri)

Course Length: 4 days

CEU: 2 units

NABT/BSCS AP Biology Teacher Academy

Designed for AP Biology teachers

Through this course, teachers will use research-based strategies to strengthen their pedagogical knowledge in order to enhance their students' conceptual understanding of biology. By focusing on integrating the AP Science Practices as outlined in the AP Biology Curriculum Framework, teachers will work collaboratively to analyze and enhance their current curriculum to better reflect the big ideas and unifying concepts of biology. Teachers will explore biology curriculum-building, teaching practices, and assessments in the context of their upcoming school year. Working in a team with other dedicated AP Biology instructors, we will build a network of support for excellence and leave teachers feeling excited to expand and guide their students' opportunities to learn biology at a deeper level.

Course Instructors (July): Barbara Haig, Beth Dixon, Mickey Laney-Jarvis

Course Instructors (Aug): Barbara Haig, CherylAnn Hollinger, Katie Ward, Dana Grooms, Mickey Laney-Jarvis

Course Dates: Jul 6 - 10 (Mon-Fri) and Aug 3 - 7 (Mon-Fri)

Course Length: 5 days

CEU: 3 units

Beyond Code-Switching: A Culturally Sustaining Approach to English Language Arts Teaching

For English Teachers from Grades 6-12, in Culturally and Linguistically Diverse Classrooms
 
Language and identity are tightly tied together. As teachers, we often struggle to support the cultural and linguistic identities of our students while still preparing them for the expectations of academic and professional worlds. We need a thoughtful and intentional approach to how we talk and teach about language so student identities are supported while their linguistic repertoires grow. Code-switching is an approach currently used to address this issue, however it tends to result in over-simplified dichotomies of  “right” and “wrong” or “appropriate” and “inappropriate”. 

In this course, we’ll explore research pertaining to this subject and use it to build lessons that value students’ linguistic backgrounds and expand their linguistic repertoires. Focusing on four strands of ELA (reading, writing, speaking & listening, and language), we will craft lessons that emphasize “effective” language use as opposed to “correct” language use. Teachers will learn new ways to talk about language with their students, take away immediately applicable lesson plans, and will have built a network of support to continue to work through issues of language and identity in their classrooms.

Instructor: Mike Metz

Course Dates: Jul 7 - 10 (Tue - Fri) and Aug 4 - 7 (Tue - Fri)

Course Length: 4 days

CEU: 2 units

Making Thinking Visible II: Designing and Planning Instruction for Arts Integration

Designed for K-6 teachers of all subjects who have taken previous Stanford summer institute arts courses (including the one offered this summer in the first week), or who have direct experience with K-6 arts integration in their classroom

What does it take to go from teaching a few great art lessons to planning and implementing a balanced approach to arts integration across the school year? And how will that improve your students' thinking skills and engagement in the academic content areas?

This Week 2 course will focus on how to design and integrate the arts into your academic lessons and project-based units throughout the school year. We will practice strategies for lesson design that partner the arts with your existing academic curriculum to create equitable, inclusive learning experiences and spark critical thinking, creativity, communication and collaboration in all of your students. Hands-on activities in visual and performing arts, Language Arts, math and children's literature provide models for K-6 arts integration. These integrated models develop students' knowledge and skills in the arts while increasing their conceptual understanding of academic content. Teachers will leave the course with valuable curriculum, planning ideas, and materials tailored for their classrooms.  

Instructor: Susan Freeman

Course Dates: August 4 - 7 (Tue - Fri)

Course Length: 4 days

CEU: 2 units

Registration 2015

STEP 1: Register and pay for your course.

Individual

Group

* Group: Three or more participants from the same school with the school or district paying

STEP 2 (optional): Register to receive Stanford University course credit

CEU