Session Outline Template
Diplomas Now Sub-Track
Purpose
This Session Outline Template will help you design/develop your session for Summer Academy.
It has been created to:
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streamline the content development process; work in conjunction with and supplement the information
you submitted on the session & events form on cyconnect.
be simple, user-friendly.
walk you through the key components of your session, the considerations of an ideal learner-experience
(e.g., flow, adult learning principles, approach) and help you trouble-shoot.
serve as a shared reference point between you and 1) Content Coordinators, 2) Facilitators/Presenters,
and 3) Future/peer content developers.
Upload to your track document library on cyconnect by June 17, 2013
The Basics
Session Title: Making an Impact in the Diplomas Now Language Arts Classroom
Session Information: Most of this Information should already be submitted to the sessions & events form on the SA2013 working site on
cyconnect (e.g., intended audience/size, room/technology requirements, etc.). Feel free to include additional information not captured on the
cyconnect form and be sure to communicate specific needs to your Content Coordinator.
Learning Objectives: Click here for guidance on how to write complete, effective learning objectives.
By the end of the session, participants will be able to:
 Understand the structure of DN Language Arts courses at the middle school and high school
level
 Identify the appropriate corps member support strategies in various phases of the class
 Develop a draft set of next steps that engage the instructional coach, facilitator, and teachers to
effectively integrate corps members into the ELA classroom.
Pre-work. Intent & Instructions: What is it? Why is it being assigned? How will it be used in the session? When/where will it be
made available? Translate answers to these questions into specific instructions and expectations (e.g., review, read, fill out a survey, complete a
form/template, prepare ideas/thoughts, deadlines, etc.).
Before you start to build, keep in mind:
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Less is more. Keep it simple.
Session Outline Template
Diplomas Now Sub-Track
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Repetition is king! Tell them what you’re going to tell them; tell them; tell them
what you told them.
String the pearls. Continuity is important. Purposely connect content sharing,
stories, exercises etc. to the learning objectives.
Shift gears to accelerate learning. Use various content delivery methods.
Now We Build!
This part of the outline template will help you be deliberate and purposeful as you build out each part of your
session. To start, there are at least 3 main parts to every session:
1) Opening
2) Meeting objectives | Scaffolding the learning
3) Closing
Opening
Sub-parts of “the opening” can
include:
A. Introductions
B.
Logistics (e.g., restroom
locations, water fountain)
C.
Learning objectives
D. Agenda for session
E.
Session norms/ground
rules
F.
Reference to learning
evaluations*
G. Icebreaker, warm up
activity, thoughtprovoking/reflection point,
assessment or
temperature check of
participants.
Build in how much time will each
sub-part take.
How will you powerfully open your session?
Introduction/Warm-Up (5-7 Minutes)
1. Objectives/Agenda
2. Literacy Statistics from Across the DN network
3. Quick Check for Understanding
Session Outline Template
Diplomas Now Sub-Track
Meeting objectives | Scaffolding the learning:
Design the instructional flow to hit each of your learning objectives.
1) Build content based on the desired outcomes of each learning objective (i.e., are you facilitating the
acquisition of knowledge, skill, or behavioral change?).
2) Choose methods (e.g., lecture, demonstration, pair-share, case study, etc.) that will guide participants
towards successfully meeting the learning objective.
3) Solidify your learning point and consider how the participants can demonstrate to you that they are
grasping the content (e.g., pop quiz, section in workbook, present back, etc.).
Suggested methods:
Learning Objective/Learning Stop 1
Strategic Reading/Student Team Literature Walkthrough
Lecture
Demonstration
Reflection
Use of videos
Case studies/team
problems
1. Identify each component of each course
a. Why we do it
b. How we do it
c. When we do it and for how long
d. Sample Activities for each component
(provide literacy initiative brochure for each participant)
4 components to Strategic Reading @ 5 min/component=20 minutes
3 Major components to STL=10 minutes (very similar to SR)=10 minutes
Writing assignments
Snap debate
Learning Objective/ Learning Stop 2
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Identify the appropriate corps member support strategies in various
phases of the class
Role play
1.
Action learning
Exercises
2.
3.
4.
5.
Walk through Reyonna/Teresa’s document that shows CM strategies for each
component of the course
Cover specific roles in SAVVY and ALFA labs
Pause for questions
Put participants in groups of 4-5. Give each group an actual lesson plan.
Ask them to highlight areas in the lesson where CMs could support, explain
what strategy they would recommend using, and the rationale for why that
strategy is appropriate at that point in the lesson
Simulation
Checks for
understanding
Build in how much
each learning stop
will take:
Learning Objective/ Learning Stop 3
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Develop a draft set of next steps that engage the instructional coach,
facilitator, and teachers to effectively integrate corps members into the
ELA classroom.
1. Walk through the structure of the DN ELA supports (teacher, coach,
facilitator) and describe the type of support that each one offers
2. Walk through recommendations for a proposed professional
development plan that provides awareness and support for CMs
integrating into DN classrooms
Session Outline Template
Diplomas Now Sub-Track
3. Have participants run through a self-assessment tool (for their school)
and begin drafting next steps on site to engage the DN ELA support team
around training corps members.
Other takeaways to consider:
 ELA Lesson Plan with CM areas built into the lesson plan
And on…..
4 Facts about How Adult Learners Learn Best. Adults:
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link their own work-life experiences to the key learnings of the training.
have a short attention span of 10 minutes or less for lecture (or tell) format.
are problem oriented, rather than subject oriented. Adults learn best when
they can problem solve/ fix something.
prefer that a new learning be followed by a period of reflection to enable them
to transfer and apply their new skill(s).
Does the session design:
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Align with adult learning principles?
Account for participants’ different level(s) of readiness?
Incorporate fitting activities to facilitate learning?
Accommodate for various learning styles represented in the room (e.g., auditory, kinesthetic, visual)?
Use learning checks tied to the learning objectives along the way (e.g. pop quiz, completed
workbook/confirmations of learning, present back, etc.)?
Leverage City Year culture in a meaningful/appropriate way (e.g., Power Tools, Founding Stories, values,
PITWs)
Session Outline Template
Diplomas Now Sub-Track
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Allow for a bio, reflection, or stretch break(s) throughout the
session?
Adults Learn:
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10% of what they read
20% of what they hear
30% of what they see
50% of what they see and
hear together
80% of what they say
90% of what they do
Closing
Sub-parts of “the closing” can include:
A. Final reflection/debrief
B.
Revisit learning objectives
C.
Next steps and plans for
follow-up
D. Reference to learning
evaluations
E.
How will you gracefully close your session?
**At the close of each Diplomas Now session, we request that a few
minutes are dedicated to participants thinking through how they can bring
the content back to their sites for Basic Training Academy or throughout the
year through individual reflection, pair shares, or a group brainstorm.
Share draft action plans with one another
Q&A
Feedback forms?
Closing statement/final
thoughts
F. Appreciations for all
involved (e.g., gifts for
external speakers)
Build in long each sub-part will
take.
Now that you have designed your session from beginning to end, consider the
following:
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What edits/additions need to be accounted for in the session & events form on
cyconnect ?
For example: how should the space be set up to accommodate the learning
activities? (e.g., u-shape, classroom style, circle, pods, etc.), do you need
additional or less materials?
What additional prep do you (or presenters/facilitators) need to do (e.g., agenda poster, print/copy handouts/worksheets, materials/supplies, put up props, set up equipment, etc.)?
What additional decisions do you need to make? Who can help?
Content Coordinators
Learning & Development Team/Learning Center
Potential participants
Presenters and facilitators?
Session Outline Template
Diplomas Now Sub-Track
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Peer Content-Developers
Others?
Congratulations!
Your Participants Appreciates You!