| Course Number: | EDX 5710 S22 |
| Instructor: | Leigh Buettler, M.Ed. |
| Location: | Online |
| Dates and Times: | January 21 - May 20, 2026. Asynchronous course work for each topic must be completed after each synchronous class. Synchronous classes from 3:30-5:30 on January 27, February 10, March 10, April 7 and May 5, 2026 |
| Credits: | 3 Graduate Credits |
| Tuition: | Set by and payable to educational partner The Stern Cetner for Language & Learning |
Are you looking for ways to make writing instruction more explicit, systematic, and engaging? Oftentimes, our curriculum materials include writing tasks and prompts, but don’t include how we should teach students the skills necessary to produce proficient writing. This course provides a comprehensive foundation in writing instruction grounded in the Science of Reading, the Science of Learning, and evidence-based practices. Through interactive learning and practical application, you will deepen your understanding of foundational writing components and how these underpin higher-level writing skills. We’ll learn how reading and writing are reciprocal processes, and how to use writing as a vehicle for enhancing student learning. Emphasis will be placed on explicit instruction, gradual release of responsibility, and targeted scaffolding to meet diverse learner needs.
Key topics include:
Participants will apply course concepts by analyzing student writing, designing scaffolded lessons, and bringing texts from their own classrooms to develop sentence- and paragraph-level writing activities. By the end of the course, teachers will be equipped with a robust toolkit for teaching writing explicitly and systematically across grade levels and content areas.
This course is designed for educators across grades K–12, specifically classroom teachers, special educators, reading specialists, literacy coaches, private tutors, and interventionists seeking to strengthen their writing instruction through evidence-based, developmentally informed approaches. Assignments, resources, and readings will be differentiated to meet the needs of participants at any grade level. Throughout the course, we will explore both foundational writing skills and advanced compositional strategies, giving teachers practical tools to support writing development at every stage of learning.
This is a virtual, hybrid course that blends asynchronous learning modules with synchronous virtual classes. There will be a mix of recorded webinars, interactive practice, and curated resources made available. No additional texts or books will need to be purchased. Materials will be made available to participants on the first day of the course, January 21, 2026, but the first synchronous class session will take place on Tuesday, January 27, 2026.
This course bridges research and classroom practice, equipping you with the knowledge and strategies to elevate literacy instruction and better support your students’ writing development. You’ll also have opportunities for personalized feedback to support implementation and deepen instructional impact.
Participants will record and submit 3–5 instructional videos using the secure platform GoReact. These videos provide a basis for reflection and feedback. Your instructor will review your videos and reflections, offering personalized guidance and practical next steps tailored to your classroom.
Audience: Elementary, middle school and high school teachers, special educators, specialists, interventionists, private tutors, and literacy coaches who have an earned bachelor's degree.
Course Goals:
This course is designed to equip educators with the knowledge and skills to teach writing systematically and effectively. Participants will learn to support foundational writing skills, implement evidence-based instructional strategies, and design engaging sentence- and paragraph-level activities. They will also explore ways to integrate writing across content areas, provide meaningful feedback, and differentiate instruction to meet the needs of all learners.
Course Objectives:
By the end of this course, participants will be able to:
All readings, videos, podcasts, and recommended resources are included in the cost of this course. All materials will be shared via Google.
Readings include:
Graham, S. (2024b). Why should we teach writing in an age of artificial intelligence? Inspired Ideas, McGraw Hill. https://medium.com/inspired-ideas-prek-12/why-should-we-teach-writing-in-theage-of-artificial-intelligence-c49c50300584
Harris, K.R. The Self-Regulated Strategy Development Instructional Model: Efficacious Theoretical Integration, Scaling Up, Challenges, and Future Research. Educ Psychol Rev 36, 104 (2024). https://doi.org/10.1007/s10648-024-09921-x
Institute for Multi-Sensory Education. (2020, May 15). How spelling affects reading and writing. IMSE Journal. https://journal.imse.com/how-spelling-affects-reading-and-writing/
Sedita, J. (2025, April). Writing instruction in the age of AI: Implications for how writing is taught and learned. Keys to Literacy. https://www.keystoliteracy.com
Sedita, J. (2022, August 26). New book: The Writing Rope. Keys to Literacy. https://keystoliteracy.com/blog/new-book-the-writing-rope/
Shanahan, T. (2020, June 6). Planning lessons with complex text. Shanahan on Literacy. https://www.shanahanonliteracy.com/blog/planning-lessons-with-complex-text
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