Literacy Design CollaborativeMathematics Design Collaborative 2014 – 2015 Rollout and Application
The Literacy Design Collaborative (LDC) offers a fresh approach to incorporating literacy into middle and high school content areas. LDC is a community of educators providing a teacher-designed and research-proven framework, online tools, and resources for creating literacy-rich modules of instruction across content areas. This is drastically different than past, less structured notions of “adding” reading and writing when possible to the teaching of content.
Goals of LDC • 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
What does an LDC Classroom look like? • Students engaging in learning • Students focusing on the LDC task • Students working together • Students reading to learn content • Students persisting to complete tasks
LDC Tools • A 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
Three types of tasks • Argumentation • Informational/Explanatory • Narrative
Text Structures • Analysis • Comparison • Evaluation • Problem/Solution • Cause/Effect • Description • Sequential • Procedural/Sequential • Synthesis
Template Task Collection Informational/ Explanatory Argumentative Narrative
LDC Skills Clusters • Preparing for the Task • Reading Process • Bridging • Writing Process
Defining the Skills • Each skill required is defined. • There are multiple skills in each cluster. • Clusters 1-4 are completed in order. • The Content Cluster is embedded throughout the literacy clusters. Learning Progression
Instructional LadderInstructional Ladder How 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 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
The Ladder 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
What Results? • Rubric • Student Work Samples • Classroom Assessment Task
MDC MDC focuses on building student understanding of mathematics concepts by working through problems, rather than memorizing formulas and plugging them into a page of workbook problems. • Utilizes Formative Assessment Lessons (FAL)
The BIG IDEA of Formative Assessment • Students and teachers • Using evidence of learning • To adapt teaching and learning • To meet immediate learning needs • Minute-to-minute and day-by-day
The 5 Strategies of Assessment of LearningFormative Assessment • 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.
The 5 Strategies of Assessment of Learning 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
Parts of a FAL • Pre-Lesson Assessment • Whole Class Introduction • Collaborative Activity • Whole Class Student Discussion. • Post-Lesson Assessment • Change in Instruction based on Evidence • Two to three days to implement
FAL • Not for grading purposes! • Intent is for Formative Assessment
FAL • Looking for the OMG’s • Obstacles • Misconceptions • Gaps in Learning
FAL • Questioning Techniques • We do not want to GPS the students. • Do not take the thinking away from the students
Connections • CCSS • PARCC • ESEA Flexibility Plan • TESS • Planning and Preparation • The Classroom Environment • Professional Responsibilities • Instruction
Websites • LDC • ldc.org • MDC • Map.mathshell.org
Documents • Application • Team information • Participation Assurances for Cohort Three • Adult Permission Statement • Roll-out Plan • Logistics • Roles and Responsibilities • Timeline
Who should be on your team? Leadership and Support • Principal • Assistant Principal • Instructional Facilitators • District office Literacy • ELA • Science • Social Studies • Career Ed. Math • High School • Algebra • Geometry • Middle School • One from each grade
Teachers Selected • Open to change • Evidence that they have taught students to extraordinary levels • Open to being coached • Great facilitator skills • Ability to lead others • Deep content knowledge • Have an attitude that focuses on the willingness to learn
Choice Literacy Design Collaborative (LDC) and/or Mathematics Design Collaborative (MDC)
Time involved • Regional training • Summer, 2014– 3 days • 2014-2015 school year – 3 days follow-up, face-to-face training at regional co-ops • On-site visits – 6 for the school year • Webinars (4) • Classroom implementation • Planning time during on-site visit (1 hour) • PLC
Costs to District • Travel • Lodging • Meals • Substitutes • Planning time (6 on-site visits) • PLC Meetings • Professional development • Technology and materials
How to apply • http://ideas.aetn.org/commoncore/leadership • Email documents to email@example.com by March 21, 2014 • Team information, participation assurances and adult permission statements
Selection Criteria • Region: up to seven (7) schools per co-op region (actual number of schools selected will be based upon the number of trainers available) • Date: completed application will be date- and time-stamped by the e-mail submission. The schools will be selected within each region on a first-come, first-served basis.
Announcement • Schools will be notified via email no later than April 4, 2014. • Schools that apply, but are not selected, will be priority on the list for 2015 training.
Questions Marshal Hurst Marshal.firstname.lastname@example.org 501-366-4342 Kevin Beaumont Kevin.email@example.com 501-682-4219