COD 2026 - D1341
Visible Literacy: The thinking behind Reading and Writing
Primary and Secondary School Heads, Coordinators and Teachers
4
sessions, start: 16-Nov
Please enrol before Wednesday, November 11th 2026
Course detail
Year: 2026
Level: Distance
Language: English
Status: Announced
Lugar: Distance
Facilitator/s: Ms. Luciana Fernández
ESSARP Schools
Free of charge
Free of charge
Exams Schools
ARS 240000.00
ARS 240000.00
Non affiliate
ARS 240000.00
ARS 240000.00
Sessions
| Sessions | Dates | Schedule |
|---|---|---|
| 1 | 16 November - 22 November 2026 | Online session |
| 2 | 23 November - 29 November 2026 | Online session |
| 3 | 30 November - 06 December 2026 | Online session |
| 4 | 07 December - 13 December 2026 | Online session |
Facilitator/s
Luciana Fernández
Primary and Secondary School Heads, Coordinators and Teachers
Explore the cognitive processes involved in reading and writing.
Develop teachers’ understanding of metacognition and its role in learning.
Identify the thinking that lies beneath students’ visible reading and writing performance.
Explore thinking routines as structures that make students’ thinking visible, discussable and transferable.
Learn to select thinking routines according to the cognitive processes teachers want students to develop.
Redesign reading and writing tasks to promote metacognition and visible thinking.
Transfer course ideas to teachers’ own classroom contexts and materials.
Develop teachers’ understanding of metacognition and its role in learning.
Identify the thinking that lies beneath students’ visible reading and writing performance.
Explore thinking routines as structures that make students’ thinking visible, discussable and transferable.
Learn to select thinking routines according to the cognitive processes teachers want students to develop.
Redesign reading and writing tasks to promote metacognition and visible thinking.
Transfer course ideas to teachers’ own classroom contexts and materials.
Reading and writing as cognitive processes.
What happens beneath the surface of reading and writing: activating prior knowledge, predicting, connecting, inferring, analysing, evaluating, monitoring and revising.
From cognition to metacognition: becoming aware of what, why and how we think and whether our strategies are working.
Making thinking visible: articulating ideas, explaining reasoning, identifying evidence, making connections and reconsidering.
Thinking routines as tools for supporting and externalising specific kinds of thinking.
Reading with thinking in mind: before-, during- and after-reading processes.
Writing as thinking: planning, decision-making, monitoring and revision.
Revision as re-seeing rather than simply correcting a text.
From routine to purpose: identifying the desired thinking before selecting a routine.
Designing and adapting classroom tasks to make invisible thinking visible.
Reflection and transfer: moving from asking “What did my students do?” to “What were they thinking?”
What happens beneath the surface of reading and writing: activating prior knowledge, predicting, connecting, inferring, analysing, evaluating, monitoring and revising.
From cognition to metacognition: becoming aware of what, why and how we think and whether our strategies are working.
Making thinking visible: articulating ideas, explaining reasoning, identifying evidence, making connections and reconsidering.
Thinking routines as tools for supporting and externalising specific kinds of thinking.
Reading with thinking in mind: before-, during- and after-reading processes.
Writing as thinking: planning, decision-making, monitoring and revision.
Revision as re-seeing rather than simply correcting a text.
From routine to purpose: identifying the desired thinking before selecting a routine.
Designing and adapting classroom tasks to make invisible thinking visible.
Reflection and transfer: moving from asking “What did my students do?” to “What were they thinking?”
Distance, asynchronous professional-development course organised into weekly modules.
Short presentations and reading/viewing materials introducing key concepts and classroom applications.
Reflective entry tickets to activate prior knowledge, connect with teachers’ experience and establish a personal focus for each module.
Guided exploration of thinking routines and opportunities to analyse how they can support reading and writing processes.
Forum discussions where participants share classroom experiences, respond to colleagues’ ideas and consider alternative perspectives.
Practical tasks based on teachers’ own coursebooks and classroom materials.
Reflection activities focused on identifying the thinking required by existing reading and writing tasks.
Exit tickets encouraging participants to synthesise key ideas, reflect on their learning and identify possible classroom applications.
Ongoing interaction with course materials, peers and facilitator throughout each module.
Emphasis on purposeful transfer: participants finish the course with redesigned classroom activities that make specific cognitive processes more visible.
Short presentations and reading/viewing materials introducing key concepts and classroom applications.
Reflective entry tickets to activate prior knowledge, connect with teachers’ experience and establish a personal focus for each module.
Guided exploration of thinking routines and opportunities to analyse how they can support reading and writing processes.
Forum discussions where participants share classroom experiences, respond to colleagues’ ideas and consider alternative perspectives.
Practical tasks based on teachers’ own coursebooks and classroom materials.
Reflection activities focused on identifying the thinking required by existing reading and writing tasks.
Exit tickets encouraging participants to synthesise key ideas, reflect on their learning and identify possible classroom applications.
Ongoing interaction with course materials, peers and facilitator throughout each module.
Emphasis on purposeful transfer: participants finish the course with redesigned classroom activities that make specific cognitive processes more visible.
To be specified.