Literacy Design Collaborative (LDC)

Literacy Design Collaborative (LDC)Mathematics Design Collaborative (MDC)

Marshal HurstLDC/MDC CoordinatorProfessional Developmentmarshal.hurst@arkansas.gov(501) 366-4342OriginsBeginning in 2009 the Gates Foundation supported a grant to develop a national literacy strategy that would transform the CCSS into practice.

The result is the Literacy Design Collaborative.

Goals of LDCTo engage students in reading, comprehending, analyzing, interpreting, and responding to complex textsTo align assignments to the CCSS and to promote collaborationTo help teachers personalize learning so that every student can master the CCSSTo ensure that all students can be college and career readyThe reading and writing skills embedded in LDC are key elements of Post-Secondary and Workforce Readiness skills

An LDC ClassroomStudents engaging in learningStudents focusing on the LDC task Students working togetherStudents reading to learn contentStudents persisting to complete tasks

An LDC classroom is a student-centered classroom.

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LDC ToolsA bank of reading/writing tasksThe module templateTasksSkillsInstructionResultsScoring rubrics Local and national collaboration Access to a community of educators with LDC modules aligned to course content and to CCSS

Three types of tasksArgumentationInformational/ExplanatoryNarrativeNine modes of writingAnalysisComparisonEvaluationProblem/SolutionCause/EffectDescriptionSequentialProcedural/SequentialSynthesis

Once you decide on the type of writing you will require of students, you need to decide what the critical focus of their writing will be. This is determined by the kind of learning you want to occur. Do you want students to compare two or more things? Do they need to do evaluation? What exactly must students do?

9ELALDC Task vs. Traditional Writing Prompt

LDC Skills ClustersPreparing for the TaskReading ProcessBridgingWriting Process

We cluster the skills students need into categories. If you look at the sample module again, you will see these five clusters which are found in all modules. Note that the Content cluster allows a teacher to input important skills needed to understand the content taught.

12Defining the SkillsEach skill required is defined.There are multiple skills in each cluster.Clusters 1-4 are completed in order.The Content is embedded throughout the skill clusters.As we take a look at the Skills list we create, we should be able to define each skill. What do we want our students to be able to do? We move from one skill cluster to the next while embedding our content along the way. The module is about the content. Literacy becomes the way to teach our content. Lets take a look at each cluster.

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Instructional LadderHow will students be taught to succeed on the teaching task?

Teachers establish the instructional plan and instructional ladder to teach students the skills necessary to succeed on the taskStudents are taught each skill through a mini-taskMini-tasks connect across the 2-4 weeks to lead students to completing the task

The Ladder

ProductIf you were climbing a ladder, you wouldnt want to miss a rung.

This is also true in teaching students how to create a final productThis is a graphic representation of the Instructional Ladder. You can see how one step leads naturally to another and that no step can be skipped to reach the top.

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What Results?RubricStudent Work SamplesClassroom Assessment Task

Just as there are three module templates, one for each type of writing, there are three scoring rubrics. The teaching tasks are scored using the rubric that matches the type of writing assigned by the task.Trainer Note: If time allows, quickly walk participants through a 4 on the Scoring rubric for Argumentation Template Tasks.

It is recommended that teachers collect student work samples at the completion of a module. The work samples can be used as exemplars when teaching the module the next time.

Some teachers write an additional task to give as a summative assessment. It is completed in class as a 1-2 day assignment without coaching and is the same type as the teaching task for the module. A content-specific rubric is used to assess this task.

18What is MDC?A group of curriculum designers, assessment developers, professional learning specialists, and district and school networks.The Bill and Melinda Gates Foundation has funded MDC to develop high-quality instructional tools and professional support services to realize its ambitious goal of having 80% of low-income and minority students ready for college by 2025.The BIG IDEA of Formative AssessmentStudents and teachers Using evidence of learning To adapt teaching and learning To meet immediate learning needs Minute-to-minute and day-by-dayThe 5 Strategies of Assessment of LearningFormative AssessmentClarifying and sharing learning intentions and criteria for successEngineering effective discussions, questions and learning tasks that elicit evidence of learning.Providing feedback that moves learners forward.Activating students as the owners of their own learning.Activating students as instructional resources for one another.The 5 Strategies of Assessment of LearningThese five key ingredients are designed to ensure that students are engaged in a productive struggle with mathematics rather than on the receiving end of a lectureClassroom Challenge ActivityPre-Lesson AssessmentWrite feedback questions based on student workCollaborative activity based on skills and conceptsWhole Class discussion.Student take post-lesson assessment and answer teacher-developed feedback questions.

Two to three days to implementClassroom Challenge ActivityNot for grading purposes!!

Intent is for FORMATIVE ASSESSMENTClassroom Challenge ActivityLooking for the OMGsObstaclesMisconceptionsGaps in LearningClassroom Challenge ActivityQuestioning TechniquesWe do not want to GPS the students.Do not take the thinking away from the students

Web Resourceshttp://ldc.org

http://map.mathshell.org

www.mygroupgenius.org/mathematics

http://educore.ascd.org/

ConnectionsCCSSAll students will graduate from high school college and career ready.PARCCEvidence-Based Selected ResponseTechnology-Enhanced Constructed ResponseRange of Prose Constructed ResponsesESEA Flexibility PlanAs our students demonstrate their increasing achievement, our schools will continue to move out of school improvement.LDC/MDC and Effective Teaching1a Demonstrating Knowledge of Content and Pedagogy - CCSS and Content Standards - 8 Mathematical Practices - LDC - Template and Teaching Task (What Task) - MDC Formative Assessment Lessons1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes1e Demonstrating Coherent Instruction - What Skills - What Instruction1f Designing Student Assessments - What Skills - What Results end product and daily mini tasks1f Demonstrating Knowledge of Resources and Technology - Reading Process Text and Multimedia

Planning and Preparation

29Planning and PreparationCCSS and content standardsTemplate and Teaching TaskWhat Task? What Skills? What Instruction? What Results? Well thought-outThe Classroom EnvironmentStudent engagement Lesson design adds consistent organizationTransparencyInstructionClearly stated objectives, prompts, rubrics, proceduresHigh level thinkingEngagementHigh quality assessmentsFormative assessmentsProfessional ResponsibilitiesCollaborative planningCollegial conversationsCollaborative Scoring of student work

29LDC/MDC and Effective Teaching2a Creating an Environment of Respect and Rapport2b Establishing a Culture for Learning - Student Engagement - Discourse in Partners and Class Discussions2c Managing Classroom Procedures2d Managing Student Behavior - Student Engagement - Lesson Design (Gradual Release of Responsibility) - Transparency (leading with a task, daily mini-tasks) - Empowering Students

The Classroom Environment30Planning and PreparationCCSS and content standardsTemplate and Teaching TaskWhat Task? What Skills? What Instruction? What Results? Well thought-outThe Classroom EnvironmentStudent engagement Lesson design adds consistent organizationTransparencyInstructionClearly stated objectives, prompts, rubrics, proceduresHigh level thinkingEngagementHigh quality assessmentsFormative assessmentsProfessional ResponsibilitiesCollaborative planningCollegial conversationsCollaborative Scoring of student work

30LDC/MDC and Effective Teaching3a Communicating with Students - Clearly Stated Objectives, Daily Prompts, Products and Rubrics 3b Using Questioning and Discussion Techniques - Close Reading, High Level Thinking and Discussions - Getting Reading for the Task - Transitioning to the Writing Process - Whole Class Discussion3c Engaging Students in Learning - Cognitive Demand of Teaching Task - High Level Reading, Writing, Speaking and Listening - FAL Activity3d Using Assessment in InstructionPre- and Post-Assessment3e Demonstrating Flexibility and Responsiveness - What Results end product and daily mini tasks

Instruction

31Planning and PreparationCCSS and content standardsTemplate and Teaching TaskWhat Task? What Skills? What Instruction? What Results? Well thought-outThe Classroom EnvironmentStudent engagement Lesson design adds consistent organizationTransparencyInstructionClearly stated objectives, prompts, rubrics, proceduresHigh level thinkingEngagementHigh quality assessmentsFormative assessmentsProfessional ResponsibilitiesCollaborative planningCollegial conversationsCollaborative Scoring of student work

31LDC/MDC and Effective Teaching4a Reflecting on Teaching4b Maintaining Accurate Records - Scoring Daily Mini-Task Products - Scoring Completed Teaching Task4d Participating in a Professional Community4e Growing and Developing Professionally - Collaborative Planning - Collaborative Scoring - Collegial Conversations

Professional Responsibilities 32Planning and PreparationCCSS and content standardsTemplate and Teaching TaskWhat Task? What Skills? What Instruction? What Results? Well thought-outThe Classroom EnvironmentStudent engagement Lesson design adds consistent organizationTransparencyInstructionClearly stated objectives, prompts, rubrics, proceduresHigh level thinkingEngagementHigh quality assessmentsFormative assessmentsProfessional ResponsibilitiesCollaborative planningCollegial conversationsCollaborative Scoring of student work

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