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Literacy Design Collaborative Mathematics Design Collaborative

Literacy Design Collaborative Mathematics Design Collaborative

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Literacy Design Collaborative Mathematics Design Collaborative

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  1. Literacy Design CollaborativeMathematics Design Collaborative 2014 – 2015 Rollout and Application

  2. Literacy Design Collaborative

  3. 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.

  4. 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

  5. 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

  6. 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

  7. Three types of tasks • Argumentation • Informational/Explanatory • Narrative

  8. Text Structures • Analysis • Comparison • Evaluation • Problem/Solution • Cause/Effect • Description • Sequential • Procedural/Sequential • Synthesis

  9. Template Task Collection Informational/ Explanatory Argumentative Narrative

  10. ELALDC Task vs. Traditional Writing Prompt

  11. Career/Technical TaskLDC Task vs. Traditional Writing Prompt

  12. ScienceLDC Task vs. Traditional Writing Prompt

  13. Social StudiesLDC Task vs. Traditional Writing Prompt

  14. LDC Skills Clusters • Preparing for the Task • Reading Process • Bridging • Writing Process

  15. 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

  16. 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

  17. 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

  18. What Results? • Rubric • Student Work Samples • Classroom Assessment Task

  19. Mathematics Design Collaborative

  20. 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)

  21. 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

  22. 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.

  23. 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

  24. 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

  25. FAL • Not for grading purposes! • Intent is for Formative Assessment

  26. FAL • Looking for the OMG’s • Obstacles • Misconceptions • Gaps in Learning

  27. FAL • Questioning Techniques • We do not want to GPS the students. • Do not take the thinking away from the students

  28. Connections • CCSS • PARCC • ESEA Flexibility Plan • TESS • Planning and Preparation • The Classroom Environment • Professional Responsibilities • Instruction

  29. Websites • LDC • ldc.org • MDC • Map.mathshell.org

  30. 2014-2015Roll-out

  31. Documents • Application • Team information • Participation Assurances for Cohort Three • Adult Permission Statement • Roll-out Plan • Logistics • Roles and Responsibilities • Timeline

  32. 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

  33. 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

  34. Choice Literacy Design Collaborative (LDC) and/or Mathematics Design Collaborative (MDC)

  35. 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

  36. Costs to District • Travel • Lodging • Meals • Substitutes • Planning time (6 on-site visits) • PLC Meetings • Professional development • Technology and materials

  37. How to apply • http://ideas.aetn.org/commoncore/leadership • Email documents to abby.cress@arkansas.gov by March 21, 2014 • Team information, participation assurances and adult permission statements

  38. 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.

  39. 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.

  40. Questions Marshal Hurst Marshal.hurst@arkansas.gov 501-366-4342 Kevin Beaumont Kevin.beaumont@arkansas.gov 501-682-4219