Second Module DesignKy Network Partners

Welcome!

1

Review of December Meeting

Looked at sample student work and discussed using the rubric for formative assessment

Looked at a sample module to discuss variations in the instructional ladder, connecting to the rubric elements and standards

Discussed quality teaching tasks

LDC: Skills and Ladders 2

Today and Tomorrow

Learn about Module Creator

Use a jurying tool and teacher reflection tool to analyze, evaluate, and reflect about the first module experience.

Discuss literacy instruction: Modes of Writing

Reflect on the training experience

Prepare for informational teaching tasks and ladders development

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The LDC Framework

Think Aloud

How are a culture’s values reflected in literature? After reading a version of Cinderella from a different culture (s) write an essay that discusses the similarities and differences between each story and evaluates how they reflect which values are most important in that culture(s). Be sure to support your position with evidence from the texts.

Written as an argumentation

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Think Aloud

After reading “The Tell-Tale Heart”, and other works by Edgar Allan Poe, write a report that defines tone and explains how Poe established tone in the text.

Readings included biographical information and other commentaries about Poe’s life and works.

Written as informational

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Think Aloud

What are the qualities of a good reader and a good writer? After reading Vladimir Nabokov’s essay “Good Readers and Good Writers” and other essays, write an essay that addresses the question and support your position with evidence from the text.

Written as argumentation

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Think Aloud

What makes a relationship enduring and mutually beneficial to both individuals? After reading ‘Romeo and Juliet’ and various informational texts about different types of relationships and marriage, write an essay that addresses the question and support your position with evidence from the text(s). Be sure to acknowledge competing views.

Written as argumentation

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Insights from Yesterday

The process of writing quality LDC tasks is more complex than it first appears. The LDC process will bring the complexity of the standards to light for teachers.

“We will need to take a much more active coaching role in the development of the new task.”

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Insights

“The LDC system helps teachers put learning back into the hands of students. There is more student ownership of learning—more discussions, a chance to make wrong assumptions and take the risk of failure (and have more reflection). This is going to be difficult for some teachers who like a tight control on the classroom climate so much so that discussion, risk-taking, and ownership are stifled.”

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Insights

Liked the module checklist—would have been beneficial the first time/will help with the second task

Every time we discuss LDC, I gain a deeper understanding of the process.

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Most Important

Be comfortable with productive struggle!

LDC is a very constructivist framework. In addition to the guaranteed hardwiring of standards, a strength of the design is that it allows teachers to bring their expertise and knowledge to it.

But this very strength also causes some discomfort.Perceptions and past experiences must sometimes be revised in the process, and gaps in knowledge addressed.

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The Ladder Makes Practice Visible

“People tend to be much more specific about what they expect by way of student performance than they are about what in classrooms would lead to the performance they desire…. We think you cannot change learning and performance at scale without creating a strong, visible, transparent common culture of instructional practice.”

City, Elmore, Fiarman, and Teitel,Instructional Rounds in Education

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Three Modes of Writing Look-Fors

Modes are often intertwined to communicate with an audience.

“A variety of forms can be appropriate for any particular mode of writing.”

Articles, speeches, multimedia presentations, etc…

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Look-Fors

Purpose and audience---they have not disappeared!

(Consider some of the mismatches we have seen in some tasks)

• Ways to communicate the interface between on-demand assessment and writing instruction. They are different but related entities.

• Writing to: learn, demonstrate learning, for authentic (real-life) purposes.

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Discuss

Connections in your section between the information in the document and LDC

Implications for training and use of the document in the Network sessions and other school support work.

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At Your Tables

All read the introduction

Ones read Opinion/Argumentation, Twos read Informational/Explanatory Threes read Narrative

All read the conclusion

Use the handout for your organizer

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LDC Training Sequence

Days 1 and 2: Intro to LDC and first draft module(12 hours)

Standards Modes of Writing (Argument, Informational,

Narrative)Guidebook (Template Tasks, Ladders, requirements)Templates and RubricTeacher Work Time*** (Task and Ladder

development)

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LDC Training Sequence

Days 3 and 4: Rubric analysis, score student work, reflect and discuss, share examples, begin on next module. (12 hours)

Rubric as formative assessment Reflection on the teaching experience Planning with more variations to the

instructional ladder Teacher work time ** (Task

revisions/construction)

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LDC Training Sequence

Day 5: Score student work from informational set, determine exemplars, reflect on the teaching experience. (6 hours)

Day 6: Putting modules together (6 hours)

Day 7: Share and Reflect on the experience of teaching through argument and informational writing.

(6 hours)Skills and Ladders 20

Changes in Delivery

With Module Creator, we foresee a further condensing of formal training model, however….

No technological tool can replace teacher collaboration and support through coaching and feedback.

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What Teachers Need

Time to think about their second task in light of their first module experience.

Permission to vary skills, mini-tasks, and add appropriate strategies to the ladder.

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What Teachers Need

Models Time to work on

putting the pieces together

Reflection Support in the way

of answering questions, one on one time, feedback.

Common Issues

Realization of the literacy expectations for all teachers.

Science, social studies, technical education teachers and professional development needs around literacy.

Argument and persuasion

Rubric language for teachers who are new to such assessment tools.

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Common Issues

What issues do you predict will occur when teachers and students begin working with informational writing?

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Next Steps

Capitalize on the teachers’ reflections about the student work and about their teaching experience.

If they have not seen the Economics module about Market Systems, share that ladder with them, let them read it and find variations that the teacher made to instruction---ones that made sense for her students.

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Next Steps

Prepare them for writing their informational task by sharing any information you think they need, such as a standards overview or an overview of informational writing.

Ensure that they have the informational template and correct template task and let them begin planning.

Be available to answer questions.

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Most Important

Be comfortable with productive struggle!

LDC is a very constructivist framework. In addition to the guaranteed hardwiring of standards, a strength of the design is that it allows teachers to bring their expertise and knowledge to it.

But this very strength also causes some discomfort.Perceptions and past experiences must sometimes be revised in the process.

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