tctw leaders forum 2014
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TCTW Leaders Forum 2014. Literacy Design Collaborative “Lite” for Career Technical Centers [email protected]. The Literacy Design Collaborative. Goals of LDC. To engage students in reading, comprehending, analyzing, interpreting, and responding to complex texts - PowerPoint PPT PresentationTRANSCRIPT
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TCTW Leaders Forum 2014
Literacy Design Collaborative “Lite”
for Career Technical Centers
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The Literacy Design Collaborative
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Goals of LDC
• To engage students in reading, comprehending, analyzing, interpreting, and responding to complex texts
• To align assignments to the College and Career Readiness Standards within the CCSS and to promote collaboration
• To help teachers personalize learning so that every student can master the CCSS
• To ensure that all students can be college and career ready
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Assignments Matter
An assignment involves what effective
teachers do—engaging students in complex
thinking and skills using appropriate and
focused instruction.
Eleanor Dougherty
Dougherty, Eleanor, Assignments Matter. ASCD 2012
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What is an “assignment”?A quality assignment is the hallmark of effective instruction and does these things:•Includes a prompt, rubric and product•Creates a context for learning and thinking•Aligns to standards•Focuses on instruction•Guides practice •Provides closure•Puts the “ing” in “Teaching”
Eleanor Dougherty, Assignments Matter.
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LDC Writing Task vs. Traditional Writing Prompt
As you view the next slides, think about the differences between LDC writing tasks
and traditional writing prompts.
Which one is more rigorous?
Which one is more engaging?
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Digital Art and Design
Steve Couture, CV-Tec, NY
Write a one-page article summary on “Full-Scale Visualization: More Is More” Nov 18, 2010 by Nancy Spurling Johnson.
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Automotive Technology
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Law and Public Safety
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What are the three typesof writing tasks?
1. Argumentation (10)2. Informational/explanatory
(15)3. Narrative (4)
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Intention is Everything!
Argumentation/Analysis Information/Explanation
Intention Task Intention Task
Analysis 1, 2 Definition 11, 12
Comparison 3, 4 Description 13, 14
Evaluation 5, 6 Procedural-Sequential 15, 16, 17
Problem-Solution 7, 8 Synthesis 18, 19
Cause-Effect 9, 10 Analysis 20, 21
Comparison 22, 23
Cause-Effect 24, 25
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[Insert critical focus question] After reading ________ (literature or informational texts), write ________ (an
essay or substitute) in which you address the question
and argue_______(content). Support your position with
evidence from the text(s).
Task 2—Argumentation/Analysis
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Family and Consumer Science
Should the government regulate the content of restaurant menus? After reading federal regulations, Chapter 10 of FOOD FIGHT, and teacher-selected news articles and blogs, write an editorial that addresses the question and support your position with evidence from the texts.
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Agriculture
How involved should the government be in workplace safety? After reading the provided articles, write an argumentative essay that addresses the question and support your position with evidence from the texts.
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Are children active or passive in their cognitive development? After reading multiple text selections, charts, and scholarly articles, write a parent newsletter article in which you address the question and argue your opinion. Support your position with evidence from the texts.
Child Care EducationGrades10-12, Task 2
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Should a job applicant be refused employment based on visible body decorations? After reading teacher-selected articles, write an essay in which you address the question and argue whether hiring should be based on personal appearance. Support your position with evidence from the texts.
Career DevelopmentGrades11-12, Task 2
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How do economics, ecology and law affect the installation of Ground Fault Circuit Interrupters? After reading NNCER Chapter 8, groundfault circuitsafetyathome.com, and GFCI in the National Electrical Code, write a research paper in which you describe how these things have affected the installation of GFCIs. Support your discussion with evidence from the texts.
Electrical CareersGrade 11, Task 14
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During your initial diagnosis of a vehicle’s engine performance concern, which is a more effective diagnostic strategy: using computerized test equipment or using mechanical testing tools? After reading the assigned article and chapters
in the textbook, write a position paper in which you discuss the two types of testing and evaluate which is more effective. Support your position with evidence from the texts.
Automotive Repair TechnologyGrade 12, Task 6
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What are the LDC tools? are the LDC tools?
• The bank of reading/writing tasks
• The module template • Tasks• Skills • Instruction• Results
• Scoring rubrics
• Local and national collaboration
• Access to a community of educators with LDC modules aligned to course content and to CCSS
LDC Framework 10-17-11
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A Complete Example
http://www.youtube.com/watch?v=O5EnOVjRPGI&feature=player_embedded
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Modules
Modules wrap a teaching plan around the task.
Courses
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Information SheetModule title:
Community Awareness
Module description (overview)
This unit sits inside a module in which students study how to identify the truth about Organ and Tissue Donor Awareness (OTDA). The focus of the module is to create awareness in school, at home and in the community. Students will learn the truth about OTDA. They will learn about myths versus facts. Students will draw on primary and secondary sources to write an argumentative essay.
Template task (include number, type, level):
[Insert critical focus question] After reading ________(literature or informational texts), write ________ (an essay or substitute) in which you address the question and argue_______(content). Support your position with evidence from the text(s).
Teaching task:
Would you be an organ and tissue donor? After reading informational texts on OTDA and visiting the OTDA website, write an essay in which you address the question and argue either for or against organ and tissue donation. Support your position with evidence from the text(s).
Course Health Information Management
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Teaching TaskTeaching task:
Should the Barnes Foundation have brought its multi-billion dollar art teaching collection to a new home on the Parkway? After reading all three articles from the resource list, write a position paper that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views. Give examples from past or current events or issues to illustrate and clarify your position.
Reading texts:
Nobody To Blame But Albert C. Barnes For The Barnes Foundation’s Movinghttp://emsworth.wordpress.com/2010/03/24/the-barnes-foundations-moving-blame-albert-c-barnes/Philadelphia (finally) gets the Barnes Art Collection by Christopher Tkaczyk http://features.blogs.fortune.cnn.com/2012/05/18/barnes-art-collection/“The Art of the Steal, The Untold Story of the Barnes Foundation” 3page handout PDF
Barnes Foundation Journal “Renoir at the Barnes” August16, 2010 posted in Collections PDFBack-
ground In order to learn more about Barnes' work, students will read about the collection, watch documentary films and take a trip to see the artwork.
Exten-sion
Students will design an 8-sided folded promotional brochure that promotes “The Barnes Foundation” its breadth and intentionality. Students will take a field trip to view the Barnes collection, write their reflections on the experience and share those reflections with the class.
[dh1]Provide brief description
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“Hard-wired” StandardsNUM-BER
ANCHOR STANDARDS FOR READING
1Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
4Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
10 Read and comprehend complex literary and informational texts independently and proficiently.
NUM-BER
ANCHOR STANDARDS FOR WRITING
1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audience.
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Standards source:
Industry Standards, NOCTI Standards,Common Core State Standards for Technical Subjects (RSTs, WHSTs)
NUMBER CONTENT STANDARDSRST.9-10.2CC.3.5.9-10B
Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
WHST.9-10.4CC.3.6.9-10.C.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
6011.7.11.A.RR11.A.1.3.1R11.A.1.3.2R11.A.2.5.1
Design, Layout and ProductionResearch the history of advertising design.
Content Standards/TasksFrom State or District
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What Skills?SKILL DEFINITIONSKILLS CLUSTER 1: PREPARING FOR THE TASK 1. Task engagement
Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.
2. Task analysis
Ability to understand and explain the task’s prompt and rubric.
SKILLS CLUSTER 2: READING PROCESS1. Text selection
Ability to identify appropriate texts.
2. Active reading
Ability to identify the central point and main supporting elements of a text.
L2 Ability to identify and analyze the credibility and origin of sources.
L3 Ability to identify gaps or unanswered questions.3. Essential vocabulary
Ability to identify and master terms essential to understanding a text.
4. Academic integrity
Ability to use and credit sources appropriately.
5. Note-taking Ability to select important facts and passages for use in one’s own writing.
SKILLS CLUSTER 3: TRANSITION TO WRITING1. Bridging Ability to begin linking reading results to writing task.SKILLS CLUSTER 4: WRITING PROCESS1. Claim Ability to establish a claim and consolidate information relevant to
task.2. Planning Ability to develop a line of thought and text structure appropriate to
an informational/explanatory task.
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What Instruction?
PAC-
ING
SKILL AND DEFINITION
PRODUCT AND PROMPT
SCORING (PRODUCT “MEETS EXPECTATIONS” IF IT…)
INSTRUCTIONAL STRATEGIES
SKILLS CLUSTER 1: PREPARING FOR THE TASK 20
min
1. Task engagement
Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.
What directions does the teacher give the students?
Journal entry
Completed KWL
No scoring
What strategy does the teacher choose?•Small group discussion•T Chart•Brainstorm•KWL•Structured Overview•Chalk Talk•Think/Pair/Share•Anticipation Guide
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What Skills? Clusters
SKILL DEFINITIONSKILLS CLUSTER 1: PREPARING FOR THE TASK
SKILLS CLUSTER 2: READING PROCESS
SKILLS CLUSTER 3: TRANSITION TO WRITING
SKILLS CLUSTER 4: WRITING PROCESS
SKILLS CLUSTER 5: AUTOMOTIVE I 4.F.1 (Ability to) Inspect tire condition; identify tire wear patterns;
check and adjust air pressure; determine necessary action. P-14.F.3 (Ability to) Rotate tires according to manufacturer’s
recommendations. P-1
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What Instruction?PACING SKILL AND
DEFINITION MINI-TASKS INSTRUCTIONAL
STRATEGIESPRODUCT AND PROMPT
SCORING (PRODUCT “MEETS EXPECT.” IF IT…)
SKILLS CLUSTER 1: PREPARING FOR THE TASK 30-40 min.
1. Task engagement
Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.
Prompt: Using your Classification Flip Book, define the domains and kingdoms for organisms of your choice and provide examples of organisms in each group.
Completed response to prompt
Review each student’s response to ensure she/he understands the task. Ensure relevant reading material is selected or provided.
Have students share responses so that students can hear/know what each other is doing and encourage them to help each other when appropriate.
Discuss in detail the task prompt, type of writing and structure, the product, and the rubric.
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Text Selection
SKILLS CLUSTER 2: READING PROCESS
20
min
1. Text selection
Ability to identify appropriate texts.
For each text, create an MLA style works cited entry.
One correct entry for each text.
Direct instruction:
Provide a citation guide and explain why each piece of information is necessary.
Explain how to determine if a source is credible.
Explain the importance of finding information on both sides of an issue.
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Materials and References
FOR TEACHERS FOR STUDENTS
List materials, videos, films, references, guides, etc. that you used for lecture materials or other information you provided for students.
Attach PowerPoints you created.
Indicate that a Writer’s Workbook or some variation is in the Appendix.
MATERIALS, REFERENCES, AND SUPPORTS
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Instructional Ladder Lite
Task Prompt________________________________________________ Course_________ Teacher_________
What Skills? What Instruction? What Assessment?1. Task Engagement
(Get their attention)
2. Task Analysis(Discuss prompt and rubric)
3. Text Selection(Connect to text)
4. Active Reading(Do the reading)
5. Essential Vocabulary(Process new words)
6. Academic Integrity(Give credit where it is due)
7. Note-taking(Record info, cite sources)
8. Bridging(Begin the writing process)
9. Claim(Write thesis statement
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Standards Alignment
Course:_______________ Unit:___________ Teacher:________________
Content Standards
WHSTs
RSTs
Reading Materials
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Health Occupations: Medical Ethics
Task 2: Can allowing surrogate mothers to be paid for their troubles allow poorer women to be oppressed? After reading Chapter 6 in the Health Science Fundamentals text and Cases in Medical Ethics: Student-Led Discussions, write an essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views.
This training made our team believe in the LDC process. Lindsey Smetak, PA
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Automotive Repair Technology
Task 2: During your initial diagnosis of a vehicle’s engine performance concern, which is a more effective diagnostic strategy, using computerized test equipment or using mechanical testing tools? After reading the assigned article and chapters in the textbook, write a position paper that addresses the question and support you position with evidence from the texts. Be sure to acknowledge competing views.
After the crying stopped, they began to build confidence in their ability to read and write. Will Soleau, PA
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Precision Machining
Task 3: After researching materials on manually operated and computer numerical controls write a position paper that compares the two types of machines and argues which has the most advantages. Be sure to support your position with evidence from the texts.
Students were quite negative about writing an essay in shop class, but they worked through it a little each day, and I believe that their finished product came easier than they expected. Rob Barclay, PA
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Cosmetology
Task 2: Should hair color products be tested on animals? After reading Ch. 19: Hair Color in Malady Standard Cosmetology and other teacher-selected articles, write an essay that addresses the question and support your position with evidence from the text. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.
My biggest surprise so far has been that kids agree to the work load. Ben Shaw, PA
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Digital Input Technologies
Task 2: As a consumer, which digital camera (Canon/Olympus) would you recommend based on its features and cost? After reading various articles and consumer reports, write a consumer report that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views.
I was pleasantly surprised at the level of thinking my students are capable of when they are not just regurgitating information back to me. We were genuinely excited at what some of the students produced and asked each other, “Did you read that?!” Shadaris Bradley, SC
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Advertising & Graphic Design
Task 11: After researching informational texts and presentations on Art Deco, write the script for a classroom presentation that defines Art Deco and explains how it was expressed across the art forms of architectural, industrial, graphic and fashion design in the 1920’s and 1930’s. Support your discussion with evidence from your research.
The tasks made my students more willing to work through a project than they were in the past. They realize that writing is not instant. It takes work, but that’s okay. Denise Powell, PA
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Vocational Agriculture
Should fracking be permitted in our state? After researching articles on fracking, write a report that describes the environmental and financial impact of fracking. Support your discussion with evidence from your research.
This training has caused me to think more about the way I teach. Tim Mauk, PA
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Metal Working/Career Development
Task 13: After researching articles on the effects of visible tattoos and piercings in the workplace, write a section of an employment handbook that describes company policy on visible body decorations. Support your discussion with evidence from your research.
I feel more confident about explaining the importance of literacy and how it connects in and out of the classroom or shop. Skip Shope, PA
