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Welcome! While You Are Waiting:. Enjoy breakfast Make sticky-note tabs for appendices a , b, c, & d ( pgs. 47, 49, 51, 55) in your LDC binder. Sign up for a 2010-11 binder (if you were not with the network last year). Observe cell phone & computer etiquette. - PowerPoint PPT Presentation
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WELCOME!WHILE YOU ARE WAITING:
Enjoy breakfast Make sticky-note tabs for
appendices a, b, c, & d (pgs. 47, 49, 51, 55) in your LDC binder.
Sign up for a 2010-11 binder (if you were not with the network last year).
Observe cell phone & computer etiquette
If you’re leaving early or going to be absent, please notify me and your building/district administrator in advance.
Active Participation– before, during & after the meeting
Leadership
• “You don’t lead by pointing and telling people some place to go. You lead by going to that place and making a case.” Ken Kesey
•http://www.youtube.com/watch?v=fW8amMCVAJQ
• I can articulate the goals and purpose of the content leadership networks.
• I can explain the structure and goals of the Literacy Design Collaborative (LDC) and its relationship to implementing the KCAS.
• I can create an LDC teaching task for argumentation that integrates the ELA strands.
• I can articulate the difference between persuasion, opinion, and argument.
• I can set personal goals and make an action plan to advance the vision of 21st century learning.
LDC Introduction to Construction 4
Your Purpose in Our Network
What it is:
• Player on the team• A relay team• A workout session at the gym
What it is not:
• Fan in the recliner• A sprinter• An Olympic trial
Focus of Kentucky’s Plan
Leadership Networks
Kentucky Core Academic Standards
Characteristics of Highly Effective
Teaching and Learning
Balanced Assessment/Assessment Literacy
6
Looking Back
• Vertical and Horizontal Progression of the ELA common core standards• Assessment of/for Learning: CASL & Formative
Assessment• Deconstruction of Standards• Student Friendly Targets• Building Leadership Skills: Break Out Sessions• Becoming Critical Consumers of Text• Content Gap Analysis • Planning and Pacing Guides
What’s Ahead for Year 2?
• Plan rigorous and congruent learning experiences for instruction
• Select evidence-based strategies and resources to enhance instruction and support CHETL
• Design high-quality formative and summative assessments and utilize resulting data effectively to improve teaching and learning
• Work collaboratively within and across networks to populate CIITS
• Participate in grade level appropriate book studies that will further an in-depth study of current and best practices in literacy
8
I used to think the Networks were…….
Now I know they are…….
LDC: Teaching Task Design 9
I used to think we were… lost sheep.
Now I know we are….shepherds.
LDC: Teaching Task Design 12
CHETL
LDC: Teaching Task Design 13
Break Time
State Strategy15
What is theLiteracy Design Collaborative(LDC)
A framework for implementing the standards. LDC is a structure to allow teachers and students deeper engagement with the standards leading to highly effective teaching and learning.
Just as CASL was the touchstone text for Assessment Literacy, so is LDC the touchstone for Highly Effective Teaching and Learning.
Scaling LDC/MDC Work-PartnershipScaling LDC/MDC Work-Partnership
Pilot DistrictsPilot Districts
17
Leadership NetworksLeadership Networks
18
Literacy & Math Design CollaborativeLiteracy & Math Design CollaborativePilot DistrictsPilot Districts
-- Literacy Design Collaborative (LDC)
-- (Math) Formative Assessment Lessons (FAL)
-- LDC and FAL
Kentucky Writing Project
Kentucky is the first state to implement the LDC at the elementary level.
corestandards.org, July 29, 2011
*
Common Core State Standards Now Shared by Most States
LDC Introduction to Construction 20
LDC StatesColoradoGeorgiaKentuckyLouisiana
The Common Core State Standards
are a blueprint.
LDC Introduction to Construction 21
• They set clear goals.• They define literacy in content areas.• They offer great opportunity for
sharing.
But We Need to Move …From blueprint to action!
LDC Introduction to Construction 22
Where are We Starting from?If students are not proficient when they enter a course, what is the chance that teachers will “stop, drop and teach them to read and write?”
LDC Introduction to Construction 23
Grade 9 Reading Writing
English
U.S. History
Math
Science
PE/Health
World Language
Elective
Elective
Where are We Starting from?Too often, the answer is …
LDC Introduction to Construction 24
Grade 9 Reading Writing
English Low Low-Medium
U.S. History Low Low
Math Low Low
Science Low Low
PE/Health Low Low
World Language Low Low
Elective Low Low
Elective High Low
LDC Offers a Different Choice!
So teachers don’t have to ‘move from blueprint to action’ alone.
LDC Introduction to Construction 25
LDC: The Main IdeaA systematic framework for developing reading, writing, and thinking skills within each discipline, with:Science work focused on skills students need to succeed in scienceHistory work focused on skills students need in historyWork in many other classes focused on skills essential to those subjects
LDC Introduction to Construction 26
Intro to the LDC Materials
What’s in your binder/packet?
Read the overview on page 2 in the LDC Guide for Teachers.
Make note of your wonderings on a sticky note.
Student Assignments
Engaging and demanding learning through:
Teaching tasks with prompts and scoring rubrics
Instructional modules, supporting the tasks with plans for needed skills, effective instructions, and sample student work
LDC Introduction to Construction 28
Teacher ToolsTools to implement that approach:
Templates educators can fill in to create the tasks and teaching plans
Models educators can consider and revise
Sample work from other teachers and their students to use as models for new designs
LDC Introduction to Construction 29
LDC FRAMEWORK
& other Common Core Standards when appropriate*
TEMPLATE TASKS
Argument(opinion at the
elementary grades)
Informative/ Explanatory
Narrative
Target the 3 modes of writingin the Common Core State Standards
Teacher/Student-Selected
Texts
Appropriate, grade-level texts
that support selected content
Supported by an Instructional LadderSkills students need to complete the task
Mini-tasks for building each skill
LDC is Not . . . a unit.
The LDC framework fits with a unit.
for every unit.
Just those that make sense.
Tools …“Hammers do not build, needles do not sew, and LDC resources do not generate richer levels of student learning on their own. In the hands of skilled practitioners, though, good tools can speed the work, whether the craft in question is building, quilting, or equipping the next generation with the literacy skills they need for adult success.” LDC design team,
The LDC Guidebook for Teachers
LDC Introduction to Construction 32
OUR LDC PROJECT
Ready, Set, Go!
33
Come Build with Us
Teaching tasks
Instructional ladders (plans for the teaching)
Sample student work
Modules that share your designs with other educators (A module = a task + an instructional ladder + sample work + other information you add to explain how you did the teaching)
LDC Introduction to Construction 34
Expectation• ELA teacher leaders will be teaching and implementing 2
modules in a classroom• They will be learners of LDC not trainers of a whole
department, grade level, school, or district in how to use the templates
LDC Introduction to Construction 35
TASKS
36
LDC FRAMEWORK
& other Common Core Standards when appropriate*
TEMPLATE TASKS
Argument(opinion at the
elementary grades)
Informative/ Explanatory
Narrative
Target the 3 modes of writingin the Common Core State Standards
Teacher/Student-Selected
Texts
Appropriate, grade-level texts
that support selected content
Why Tasks?“What determines what students know and are able to do is not what the curriculum says they are supposed to do, or even what the teacher thinks he or she is asking students to do. What predicts performance is what students are actually doing.”
City, Elmore, Fiarman and Teitel,
Instructional Rounds in Education
LDC Introduction to Construction 38
Template TasksLDC template tasks are “shells” of assignments that ask students to read, write, and think about important academic content in science, social studies, English, or another subject.
Teachers fill in those shells, deciding the texts students will read, the writing students will produce, and the content students will engage.
LDC Introduction to Construction 39
Template TasksTemplate tasks come with rubrics for scoring students’ work and specifications of the Common Core State Standards the resulting tasks will address.
Some template tasks provide optional additions to the basic assignment, allowing teachers an additional way to vary the level of work students will create. (L2, L3)
LDC Introduction to Construction 40
Template Task 2
[Insert essential question] After reading ___________ (literature or informational texts), write an ________ (essay or substitute) that addresses the question and support your position with evidence from the text(s). L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.
LDC design team, Template Task Bank
LDC Introduction to Construction
41
From Templates Task to Teaching Task
Teachers fill in the template task to create a teaching task, meaning a major student assignment to be completed over two to four weeks.
The content can be science, history, language arts, or another subject.
LDC Introduction to Construction 42
Teaching TasksTeachers fill in the prompt, including:
The content of the task
Texts to read
Text students will write, including suggestion of or choice of audience
Whether to use the Level 2 and Level 3 options to make the task more demanding
LDC Introduction to Construction 43
Teaching TasksTeachers also decide on:What background information about the teaching task should be shared with studentsWhich state or local standards the teaching task will addressWhether and how to use an extension activity with the teaching task
LDC Introduction to Construction 44
Let it sink in.
•Read over page 4 of the LDC Guide for Teachers.•Talk at your table to share your understanding of LDC and template tasks.
Some Sample Tasks - Page 5To see how this works, consider examples of:
Template Task 2
Filled in three different ways by three different teachers
Content added by those teachers is underlined
Notice how the teachers added their state content area standards
LDC Introduction to Construction 46
Take a Look
With a partner . . .•Look over the sample tasks together.•on your handout, list some plusses that make sense to you and some puzzles you want to know more about.•Share with the others at your table
LDC Introduction to Construction 47
Template Task Collection 1In the LDC Guide for Teachers, Appendix C (Page 51) shows the tasks:
The main sections are argumentation, information/explanation, and narrative (matching Common Core’s three kinds of writing) The template tasks start either with an essential question or with “after researching)They include templates for definition, description, procedural-sequential writing, synthesis, analysis, comparison, evaluation, problem-solution, and cause-effect
LDC Introduction to Construction 48
SKILLS FOR THE TEACHING TASK
49
LDC FRAMEWORK
& other Common Core Standards when appropriate*
TEMPLATE TASKS
Argument(opinion at the
elementary grades)
Informative/ Explanatory
Narrative
Target the 3 modes of writingin the Common Core State Standards
Teacher/Student-Selected
Texts
Appropriate, grade-level texts
that support selected content
Supported by an Instructional LadderSkills students need to complete the task
Mini-tasks for building each skill
What Skills?Turn and Talk
Choose one of the sample tasks from page 5.
Start by thinking through what skills a student will need to complete the teaching task (a familiar “backward mapping” process for planning instruction”).
LDC Introduction to Construction 51
Some Sample Answers
The LDC design team offers a sample list of skills that teachers can consider and then:Use without changesUse with changesReplace with another list based on their judgment about their task and their students
LDC Introduction to Construction 52
Each Skill Card Shows
One skill from the LDC sample list
A definition for that skill
LDC Introduction to Construction 53
Try out the ConnectionsWith a partner and a set of cards, using the sample task you’ve been discussing . . . With each card, decide if students will need that skill to succeed on the teaching taskDiscuss whether students need another skill not shown, and if so, add that skill on one of the blank cards
LDC Introduction to Construction 54
INSTRUCTION FOR THOSE SKILLS
55
Designing the instructional
ladder
LDC FRAMEWORK
& other Common Core Standards when appropriate*
TEMPLATE TASKS
Argument(opinion at the
elementary grades)
Informative/ Explanatory
Narrative
Target the 3 modes of writingin the Common Core State Standards
Teacher/Student-Selected
Texts
Appropriate, grade-level texts
that support selected content
Supported by an Instructional LadderSkills students need to complete the task
Mini-tasks for building each skill
What Instruction?
The next step is to develop a mini-task for each skill, including:A prompt for students to addressA product for students to createA simple scoring guide (meets expectations/not yet)
LDC Introduction to Construction 57
Again, Sample Answers
The LDC design team offers a sample set of mini-tasks, for educators to use, revise, or replace as they design instruction for their own teaching tasks.
And, again, we’ve listed each sample mini-task on a card.
LDC Introduction to Construction 58
Connect Another Step
With a partner, take a set of the mini-task cards
Read each oneMatch each one to a skill card from your earlier set
LDC Introduction to Construction 59
Instructional StrategiesEach mini-task is backed up by instructional strategies.
The LDC materials again provide starting samples.
LDC Introduction to Construction 60
Take a Look•Page 59 (skills)•Pages 60-63 (skills with instruction)
Skills are clustered in a way that makes sense for instruction.
MODULES
62
A Complete Example
LDC: Module Completion 63
Modules are for SharingCompleted LDC modules can be shared from teacher to teacher, school to school, and state to state.
Having a common, clear design approach will allow teachers to search, study, use, and revise one another’s teaching ideas.
LDC Introduction to Construction 64
LDC Module ComponentsIntroductory information on the cover pageWhat Task?What Skills? (design team sample answers)What Instruction? (again, with sample answers)What Results? (sample student work)Supporting information can be added to help other teachers implement the design
LDC Introduction to Construction 65
Take a Closer Look
Review the module template and its sample contents in Appendix D (Page 55).
Share your thoughts with your table
LDC Introduction to Construction 66
LDC FRAMEWORK
& other Common Core Standards when appropriate*
TEMPLATE TASKS
Argument(opinion at the
elementary grades)
Informative/ Explanatory
Narrative
Target the 3 modes of writingin the Common Core State Standards
Teacher/Student-Selected
Texts
Appropriate, grade-level texts
that support selected content
Supported by an Instructional LadderSkills students need to complete the task
Mini-tasks for building each skill
LUNCH
12:00 Teachers from the Eastern Time Zone12:15 Teachers from the Central Time Zone
TEACHING TASK DESIGN
Have you ever felt like this?
Literacy Design Collaborative Task 2
Argumentive/Analysis L1, L2, L3:
(Insert essential question) After reading _____ (literature or informational texts), write an _______(essay or substitute) that addresses the question and supports your position with evidence from the texts(s). L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.
Today we live in the 24-hour news cycle where we have practically unlimited access to celebrities. Do you believe the media helps or hurts celebrities? Give reasons to support your view.
• Question: Does media exposure help or hurt high profile people?
• Task 2: After reading an article from GoodTherapy.org, People Magazine, Twitter excerpts, watching Inside Edition, and episodes of Dateline, write a narrative that addresses the question and supports your position with evidence from the text.
LDC: Teaching Task Design 73
After reading an article from GoodTherapy.org, Twitter excerpts, watching Inside Edition, and episodes of Dateline, write a narrative that addresses the question and supports your position with evidence from the text.
• W.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
• S&L.3-Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
• RI.8-Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence-
Today’s ProjectProductUse template Task 2 to create a teaching task you can use during the calendar’s first “teaching time”
SuppliesCurriculum outline (or whatever document sets out the content you plan to teach in the next several months)
Copies of texts you think might work and your LDC Guidebook for Teachers
Network Texts– e.g., Texts to Lessons for Middle & High, Magazines for Elementary
LDC: Teaching Task Design 75
Template Tasks
Template Tasks are fill-in-the-blank “shells” built off the Common Core.
To turn a template task into a teaching task, teachers fill in the texts to be read, writing to be produced, and content to be addressed.
LDC: Teaching Task Design 76
Task 2 First, At the Basic Level
With argumentation, students may engage more quickly
With an essential question task, teachers do not have to manage a student research process: they simply select the texts
Without L2 and L3, the task will be a good starting point for teachers and students
LDC: Teaching Task Design 77
In Choosing Texts to Read, ConsiderLiterature: novels, stories, poems, plays Informational texts: Newspaper articles, journal articles, primary source documents
Opinion pieces: editorials, speeches, essays on an issue
Reference works: encyclopedias, almanacs, manuals, how-to books
Other content areas– science, social studies, etc.
LDC: Teaching Task Design 78
For Writing AssignmentsRemember, the writing assignment can be:
An essayA reportA narrativeA poemA letterAn articleA scriptA speech An editorial
A proposal
LDC: Teaching Task Design 79
A Great LDC Teaching Task
Addresses content essential to the discipline, inviting students to engage deeply in thinking and literacy practices around that issue.
Makes effective use of the template task’s writing mode (argumentation, information/explanation, or narrative).
Selects reading texts that use and develop academic understanding and vocabulary.
LDC: Teaching Task Design 80
A Great LDC Teaching Task
Designs a writing prompt that requires sustained writing and effective use of ideas and evidence from the reading texts.
Establishes a teaching task that is both challenging and feasible for students, with a balance of reading demands and writing demands that works well for the intended grade and content.
LDC: Teaching Task Design 81
Let’s See How a Template Works
To get a starting sense of how the templates work, please:
Choose a debatable or arguable issue or a text you enjoy teaching .
Write a question about the arguable topic.
Individually, fill in the Task 2 template in your notebook to make a strong assignment on that subject
LDC: Teaching Task Design 82
Literacy Design Collaborative Task 2
Argumentive/Analysis L1, L2, L3:
(Insert essential question) After reading _____ (literature or informational texts), write an _______(essay or substitute) that addresses the question and supports your position with evidence from the texts(s). L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.
With your partner or team, try to fill in the task 2 template on page 1 the “Teaching Task Design” workshop.
Use exact wording of the template task except that you can leave out L2 and L3 versions if you choose.
Keep the exact CCR Anchor Standards listed in the blank module because the alignment is already completed.
Add appropriate state content standards.Provide source information for the standards you use.
Use the exact rubric listed in the blank module.
LDC: Teaching Task Design 84
LDC: Teaching Task Design 85
– “The tools do not do the work. Hammers do not build, needles do not sew, and LDC resources do not generate richer levels of student learning on their own. In the hands of skilled practitioners, though, good tools can speed the work, whether the craft in question in building, quilting, or equipping the next generation with the literacy skills they need for adult success.”
LDCs Are Not Magic Beans
For Next Month’s Meeting• Write a task for Template 2
(argument/analysis).
• Gather text that students can read
LDC: Teaching Task Design 87
Book Study
• September’s Books• The Daily Five by Gail Boushay and Joan Moser
• The English Teacher’s Companion by Jim Burke
• Classroom Discussion: Strategies for Engaging All Students, building Higher-Level Thinking Skills, and Strengthening Reading and Writing Across the Curriculum by Dixie Lee Spiegel
Action Plan
• What will Unbridled Learning look like in your classroom next May?
• What’s your vision?• What strengths do you possess to help you accomplish your vision?
• What are some challenges to accomplishing your vision?
• What strategies will advance your vision?
Action Plan
•Write an individual goal.•What action will you take on that goal in the next month?
• In October, you will reflect, refine, and redirect with your district partners.
• Book Study– Read your new book, select a strategy or idea to try. Be prepared to share your experience.
• Bring back Task 2 with supporting text.• Take action on your action plan and be prepared to share.
LDC: Teaching Task Design 91