Transcript PD Advisory PPT - CORElaborate
A framework to move from common core to classroom practice
Puget Sound ESD December 2013 1
Overview of the Sessions
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Norms
• What working agreements will help make today be successful for you?
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Outcomes
• • • • • • • Deepen understanding of each section in the LDC Framework and how each section supports implementing the Common Core Standards Gain high leverage instructional strategies Understand the 7 elements and scoring used on the LDC Informational Rubrics Calibrate scoring Score student work samples Choose an LDC Template Task to create a Teaching Task and use an LDC Module Template to write an argumentation module ready for implementation Plan and implement mini tasks with intentionality including the grade level ELA and content CCSS standard, prompt, product, instructional strategies and scoring 4
Reconnecting Conversation
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Successes Lens of the Teacher - Lens of the Students
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Q & A
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How are the instructional shifts and demands of the Common Core evidenced in LDC?
Increasing rigor and relevance Sharing responsibility of teaching reading and writing across content areas Building knowledge through content-rich nonfiction and informational text Reading, writing, speaking and listening grounded in evidence from texts Practicing regularly with complex text and its academic vocabulary Emphasizing 3 modes of academic writing
Jigsaw instructional shifts at your table
Table sharing
1 person to ‘share out’ an idea per shift
Whole group sharing
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Overview of the LDC Framework
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What Task? Section 1 The Core of the LDC Framework Why the emphasis on tasks?
“ What was different in the four classrooms was what students were actually being asked to do, and the degree to which the teacher was able to engage students in the work by scaffolding their learning up to the complexity of the task she was asking them to do.
”
– Richard Elmore
Rounds in Education. lizabeth A. City, Richard F. Elmore, Sarah E. Fiarman, and Lee Teitel 8
Strong Teaching Tasks:
• Are worthy of 2, 3 or 4 weeks of instruction • Ask students to grapple with important content to the discipline • Provide opportunities to read informational text of appropriate text complexity and content specific to the grade level • Have students working in the most effective mode of discourse/text structure • Evolve from a rigorous text-dependent task directly related to the content being taught • Involve products written for an authentic audiences Important Note: Engage students in a balanced set of writing tasks over the course of the year 9
Jurying Teaching Tasks
Social Studies – Grade 9
Does Colonialism Continue to Impact Africa Today?
Module Description (overview):
This module is intended to help students understand how colonialism continues to impact Africa today; students will explore the current issues of genocide, AIDS, and hunger in Africa. The module is used as the final piece of a unit on the history of colonialism in Africa and was created for high school freshman with low literacy skills.
Task 14 – Informational/Description
[Insert optional question] After reading ________ (literature or informational texts), write a/an ________ (essay, report, or substitute) in which you describe ________ (content). Support your discussion with evidence from the text(s).
Teaching Task -
Are effects of colonialism in Africa still seen today? After reading informational texts, write an essay in which you describe current issues of AIDS, hunger, genocide in Africa. Support your discussion with evidence from the texts. 10
What Skills: Section 2
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Preparing for the Task
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Reading Cluster
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Transitioning to the Writing Cluster
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Writing Cluster
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Using Grade Level Literacy and Discipline Specific Skills
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Creating an Instructional System Section 3: What Instruction
A Mini Task for Each Skill
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Skill and Definition
(from Section 2) •
Instructional Strategies
(best practices to teach specific skill) •
Pacing
(how long) •
Prompt
(what I tell students they will do during the day’s instruction) •
Product
(authentic work sample from the day’s instruction) •
Scoring
(criteria defining to what degreee students accomplish the day’s skill) 12
Aligning Mini Tasks
Revisiting an LDC Classroom
Literacy Matters http://www.youtube.com/watch?v=O5EnOVjRPGI 13
High Leverage Instructional Strategies to Include in Mini-Tasks
Give One – Get One
Individual Work
Group Sharing
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High Leverage Instructional Strategies to Include in Mini-Task
Close Reading and Text Dependent Questions
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Close Reading of Complex Text
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Demonstration of the practice
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Reading informational text
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Processing the Information
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Recording new information
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What Results? – Section 4
Scoring Student Work with the LDC Rubric
• Can be used to score holistically or analytically • 2 rubrics – Informative/explanatory & Argumentative • 7 Scoring Elements: • • • • • • • Focus Controlling Idea Reading/Research Development Organization Conventions Content Understanding 17.
LDC Rubrics – Scoring v. Grading
The LDC rubric…
• provides feedback to students and teachers • helps students know expectations prior to completing the task • helps teachers gauge the effectiveness of their instructional choices
Scoring Rubric for Argumentation Template Tasks
Not Yet 1 Approaches Expectations 2 Scoring Elements Focus Attempts to address prompt, but lacks focus or is off-task. 1.5 Addresses prompt appropriately and establishes a position, but focus is uneven. 2.5 Meets Expectations 3 Addresses prompt appropriately and maintains a clear, steady focus. Provides a generally convincing position. Establishes a credible claim. (L2) Develops claim and counter claims fairly. 3.5 Controlling Idea Reading/ Research Development Attempts to establish a claim, but lacks a clear purpose. (L2) Makes no mention of counter claims. Attempts to reference reading materials to develop response, but lacks connections or relevance to the purpose of the prompt. Attempts to provide details in response to the prompt, but lacks sufficient development or relevance to the purpose of the prompt. (L3) Makes no connections or a connection that is irrelevant to argument or claim. Establishes a claim. (L2) Makes note of counter claims. Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness. Presents appropriate details to support and develop the focus, controlling idea, or claim, with minor lapses in the reasoning, examples, or explanations. (L3) Makes a connection with a weak or unclear relationship to argument or claim. Accurately presents details from reading materials relevant to the purpose of the prompt to develop argument or claim. Presents appropriate and sufficient details to support and develop the focus, controlling idea, or claim. (L3) Makes a relevant connection to clarify argument or claim. Advanced 4 Addresses all aspects of prompt appropriately with a consistently strong focus and convincing position. Establishes and maintains a substantive and credible claim or proposal. (L2) Develops claims and counter claims fairly and thoroughly. Accurately and effectively presents important details from reading materials to develop argument or claim. Presents thorough and detailed information to effectively support and develop the focus, controlling idea, or claim. (L3) Makes a clarifying connection(s) that illuminates argument and adds depth to reasoning. Organization Conventions Attempts to organize ideas, but lacks control of structure. Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation. Uses an appropriate organizational structure for development of reasoning and logic, with minor lapses in structure and/or coherence. Demonstrates an uneven command of standard English conventions and cohesion. Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources. Maintains an appropriate organizational structure to address specific requirements of the prompt. Structure reveals the reasoning and logic of the argument. Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using appropriate format with only minor errors. Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt. Structure enhances development of the reasoning and logic of the argument. Demonstrates and maintains a well developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using appropriate format. Content Understanding Attempts to include disciplinary content in argument, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate. Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation. Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding. Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.
Rubric Translation
Were the achievements and growth of the Industrial Revolution Era worth the cost to society?
After reading
secondary and primary sources pertaining to the British Industrial Revolution
, write
an argumentation essay
that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views.
Focus, Level 4:
Addresses all aspects of prompt appropriately with a consistently strong focus and convincing position.
My essay will be all about the achievements, growths and costs to society caused by the Industrial Revolution. I will decide whether the benefits of the Industrial Revolution outweigh the costs to society.
Jigsaw and translate the remaining 6 scoring elements at your table
Collaborative Scoring
Scoring Student Work
• Similarities in thinking while scoring?
• Differences in thinking while scoring?
• Strengths noted student’s product?
• Areas of weakness noted in student’s product?
Work Session
Writing Teaching Task
Checklist for Teaching Task
Choosing Text
Checklist for Choosing Task
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Jurying Rubric for LDC Tasks and Modules
Annotating the text
Reviewing a colleague’s teaching task
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Work Session
Analyzing Text Complexity
Quantitative Lens Qualitative Lens Reader and Task Lens
Planning for Instruction
Creating Aligned Mini-Tasks
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GIST or 25 Word Summary
The word gist is defined as "the main or essential part of a matter." How is LDC a strategy for implementing the Common Core?
Write the GIST in EXACTLY 25 words!
Work Session
Section 3: Aligned Mini-Tasks
•
Skill and Definition
(from Section 2) •
Instructional Strategies
(best practices to teach specific skill) •
Pacing
(how long) •
Prompt
(what I tell students they will do during the day’s instruction) •
Product
(authentic work sample from the day’s instruction) •
Scoring
(criteria defining to what degreee students accomplish the day’s skill) 26
High Leverage Instructional Strategies
Socratic Seminar
Professional Reading
Table Conversations
Classroom Video
Socratic Seminar Demonstration
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Next Steps
Next session is February 11 th Bring a completed module and 3 student samples (1 from an on-grade level writer, 1 from an above grade level writer and 1 from a struggling writer) 28