Transcript Literacy Design Collaborative - Arkansas Department of Education

Marshal Hurst
LDC/MDC Coordinator
Professional Development
[email protected]
(501) 366-4342
 Beginning
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.
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To engage students in reading, comprehending,
analyzing, interpreting, and responding to complex
texts
To align assignments to 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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The reading and writing skills embedded in LDC are key
elements of Post-Secondary and Workforce Readiness skills
 Students
engaging in learning
 Students
focusing on the LDC task
 Students
working together
 Students
reading to learn content
 Students
persisting to complete tasks
A
bank of reading/writing tasks
 The module template
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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
Argumentation
Informational/Explanatory
Narrative
1.
2.
3.
4.
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6.
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8.
9.
Analysis
Comparison
Evaluation
Problem/Solution
Cause/Effect
Description
Sequential
Procedural/Sequential
Synthesis
LDC Writing Task
Write an article
that persuades
someone to
think or do
something.
Previous Writing
“Assignments”
Task Prompt 11: After
researching speeches
which use persuasive
techniques, write a
report in which you
define persuasion and
explain its impact on an
audience. Support your
discussion with evidence
from your readings..

Preparing for the Task

Reading Process

Bridging

Writing Process
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Each skill required is defined.
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There are multiple skills in each cluster.
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Clusters 1-4 are completed in order.
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The Content is embedded throughout
the skill clusters.
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Teachers establish the instructional plan – and
instructional ladder – to teach students the
skills necessary to succeed on the task
Students are taught each skill through a
“mini-task”
Mini-tasks connect across the 2-4 weeks to
lead students to completing the task
Product
If you were climbing a
ladder, you wouldn’t
want to miss a rung.
This is also true in
teaching students how
to create a final product
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Rubric
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Student Work Samples
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Classroom Assessment Task
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.
Students and teachers
Using evidence of learning
To adapt teaching and learning
To meet immediate learning needs
Minute-to-minute and day-by-day
Formative Assessment
1.
2.
3.
4.
5.
Clarifying and sharing learning intentions and
criteria for success
Engineering 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.
These 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
lecture
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Pre-Lesson Assessment
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Write feedback questions based on student work
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Collaborative activity based on skills and concepts
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Whole Class discussion.
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Student take post-lesson assessment and answer
teacher-developed feedback questions.
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Two to three days to implement
 Not
for grading purposes!!
 Intent
is for
FORMATIVE ASSESSMENT
Looking
for the OMG’s
• Obstacles
• Misconceptions
• Gaps in Learning
 Questioning Techniques
• We do not want to GPS the students.
 Do not take the thinking away from the students
http://ldc.org
http://map.mathshell.org
www.mygroupgenius.org/mathematics
http://educore.ascd.org/
 CCSS
• All students will graduate from high school
college and career ready.
 PARCC
• Evidence-Based Selected Response
• Technology-Enhanced Constructed Response
• Range of Prose Constructed Responses
 ESEA
Flexibility Plan
• As our students demonstrate their increasing
achievement, our schools will continue to
move out of school improvement.
 Planning and Preparation
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1a Demonstrating Knowledge of Content and Pedagogy
- CCSS and Content Standards
- 8 Mathematical Practices
- LDC - Template and Teaching Task (What Task)
- MDC – Formative Assessment Lessons
1b Demonstrating Knowledge of Students
1c Setting Instructional Outcomes
1e Demonstrating Coherent Instruction
- What Skills
- What Instruction
1f Designing Student Assessments
- What Skills
- What Results – end product and daily mini tasks
1f Demonstrating Knowledge of Resources and Technology
- Reading Process – Text and Multimedia
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 The Classroom Environment
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2a Creating an Environment of Respect and Rapport
2b Establishing a Culture for Learning
- Student Engagement
- Discourse in Partners and Class Discussions
2c Managing Classroom Procedures
2d Managing Student Behavior
- Student Engagement
- Lesson Design (Gradual Release of
Responsibility)
- Transparency (leading with a task, daily minitasks)
- Empowering Students
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 Instruction
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3a 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 Discussion
3c Engaging Students in Learning
- Cognitive Demand of Teaching Task
- High Level Reading, Writing, Speaking and Listening
- FAL Activity
3d Using Assessment in Instruction
• Pre- and Post-Assessment
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3e Demonstrating Flexibility and Responsiveness
- What Results – end product and daily mini tasks
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 Professional Responsibilities
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4a Reflecting on Teaching
4b Maintaining Accurate Records
- Scoring Daily Mini-Task Products
- Scoring Completed Teaching Task
4d Participating in a Professional Community
4e Growing and Developing Professionally
- Collaborative Planning
- Collaborative Scoring
- Collegial Conversations
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