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Norms

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Norms

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  1. An instructional framework guiding teachers to make certain decisions which support alignment with instructional shifts and demands of the Common Core. - Lee Kappes PSESD - Seattle, Washington Introduction to LDC October 10, 2014 Day 3 Reach Associates 2014

  2. Norms • Appreciate one another • Exchange ideas freely • Influence what we can • Offer opportunities to reflect • Unite in a purpose Reach Associates 2014

  3. Outcomes • Deepen understanding of each section in the LDC Framework and how each section supports implementing the Common Core Standards (CCSS) • Understand the 7 elements and scoring used on the LDC Rubrics • Calibrate thinking about student work • Score student work samples Reach Associates 2014

  4. Reconnecting Conversations:Partner Discussions • As you reflected on June’s session, what is one positive thought you have? Reach Associates 2014

  5. Practice Experts’ Sharing Share one of the following… • something that yielded an increase in student achievement • achange in instructional practice • a new learning from the experience of working on the LDC module • a positive result on Teacher Effectiveness Rating Reach Associates 2014

  6. Overview of the LDC Framework • Rich tasks • Targeting grade level standard • Choosing text • UbD • Grade level CCSS reading, writing, speaking and listening skills • Scoring student work • Analyzing data to plan instruction Reach Associates • Mini-Tasks • Differentiated instruction • Discipline specific reading and writing strategies • Formative assessment

  7. Revisit Section 1: What Task? • Rich tasks • Targeting grade level reading and writing standards • Choosing text Reach Associates 2014

  8. Reconnecting Conversations:Partner Discussions How would you explain an LDC Teaching Task to a colleague? Reach Associates 2014

  9. Choosing Appropriate Texts • www.newsela.com • EBSCO Library • www.63000resources.com. - CoreTaskProject • Library of Congress – primary source docs • http://sheg.stanford.edu/corroboration-poster - History • http://historicalthinkingmatters.org/ • https://beyondthebubble.stanford.edu/ • http://www.twurdy.com/index.php • Read Works • www.nsf.gov/news/classroom/ - Science Reach Associates 2014

  10. Revisiting Section 2: What Skills? • UbD • Grade level CCSS reading, writing, speaking and listening skills Reach Associates 2014 • Preparing Cluster • Reading Cluster • Transition to Writing • Writing Cluster

  11. Deconstruct the teaching task into skill clusters • Preparing for the Task • The Reading Process • Transition to Writing • Writing Process Reach Associates 2014

  12. Sample LDC Skill Cluster Ladder 1-2 Days Reach Associates 2014 3-7 Days 3-7 Days 1-2 Days

  13. Each skill cluster is broken into specific skills which helps guides teacher in planning instruction. • Skills are from ELA and content specific grade level standards. • Definition (ability to….) creates instructional clarity. • Specific skills guide teacher in planning instruction.. Skill Cluster 2: Reading Process (Grade 8) Reach Associates 2014

  14. What Skills Do Students Need? Consider the following to determine skills to target: • Demands of the task itself • Expectations of your grade level standards • Strengths and needs of the students Reach Associates 2014

  15. Grade Specific Demands and Expectations Work in pairs or triads. Create a definition for the skill citing sources. Use grade level standards to assist you in defining. Be ready to share out. Hint: Look at your grade level version of W8. Reach Associates 2014

  16. Section 3: What Instruction? • Mini- Tasks • Differentiated instruction • Discipline specific reading and writing strategies • Formative assessment Reach Associates 2014

  17. What Instruction? - Section 3 - The instruction for each skill is called the “mini-task”. - Each mini-task is organized into a formative teaching and learning cycle. pacing skill prompt and product scoring guide instructional strategies Reach Associates 2014

  18. Let’s Build a Mini-Task • Skill and Definition • Product and Prompt • Scoring • Instructional Strategies • Pacing Reach Associates 2014

  19. Skill and Definition: Annotating – Ability to cite strong and thorough explicit and inferential evidence from authoritative print sources (RI9-10.1, W9-10.8) • Product and Prompt Prompt – Read carefully and annotate the text using the annotation key, identifying strong evidence which supports the author’s claim Product – Annotations on the text • Scoring Meets expectations if: • At least 1 strong detail supporting the author’s claim is underlined in each section • At least 3 key vocabulary words are circled • At least 2 questions are noted in margin Reach Associates 2014

  20. Instructional Strategies • Annotation Key is introduced. • Teacher reads, thinks aloud and models annotation of first paragraph. • Partners read and discuss second paragraph. • Partners agree on (and draw a box around) one strong piece of evidence to support the author’s claim. Share out. • Partners agree on one vocabulary word that is essential to comprehension. Share out. • Partners add one question in the margin and discuss. Share out. • Partners continue with next paragraph… • Pacing 30 minutes Reach Associates 2014

  21. Your Turn… • Think about the skill of revising a first draft. • Build a mini-task with a partner for this skill. • Be sure to include: • Skill and Definition • Product and Prompt • Scoring • Instructional Strategies • Pacing Reach Associates 2014 SKILL

  22. Let’s Look at a Module • What Task? • What Skills? • What Instruction? • Grade 5 ELA: A Closer Look at Mother to Son - https://coretools.ldc.org/#/mods/a6c48a89-72c3-4768-98b6-e7bdaecbba98 • Grades 9-10 History: Calculating the Costs – Atomic Bombs in 1945 - https://coretools.ldc.org/#/mods/3e4b7308-8ab9-41ed-aca1-7b9585622de6 • Grades 9-12 Physics: Building Bridges - https://coretools.ldc.org/#/mods/d518c79d-407b-4e4b-a0d4-56a96460f866 • Grades 11-12 Chemistry: Fire Down Under-Examining the Effects of Various Antacidshttps://coretools.ldc.org/#/mods/4298dd88-7195-4b48-a917-f1db4cd53e86 • Grades 11-12 ELA: Rhetorical Analysis for Pre-AP English - https://coretools.ldc.org/#/mods/f092a64e-f128-4e8f-89fb-7fbdb093f9bb Reach Associates 2014

  23. Writer’s Notebooks LDC Reach Associates 2014

  24. Turn and Talk • What did you notice? • What will you add to your module? • What questions do you have? Reach Associates 2014

  25. Revisit an LDC in the Classroom Where do you see evidence of the four sections in planning? Where do you see evidence of the four clusters of the module? Reach Associates 2014 Literacy Matters http://www.youtube.com/watch?v=O5EnOVjRPGI

  26. Independently Grading Paper X • Read Paper X, envisioning that you gave your students this assignment at some point during the school year. • Using your own frame of reference, quickly determine a grade for Paper X. Write the grade in the top right corner. Reach Associates 2014

  27. Debrief • How did you arrive at your grade? Reach Associates 2014

  28. Grading vs Scoring • Grading: • Reflects the performance of students relative to expectations at a particular point in time. • Scoring: • Uses fixed standards of quality that do not change over time. Reach Associates 2014

  29. LDC Rubrics – Scoring vs Grading • The LDC rubric is constructed for classroom use and to provide feedback to students and teachers. • It is for feedback. • It is not a summative rubric, as might be used in state exams to measure a set of absolute criteria. Reach Associates 2014

  30. LDC Rubrics – Scoring vs Grading • It helps students know expectations before the task is completed, and where their strengths and weaknesses are after the task is completed. Reach Associates 2014

  31. LDC Rubrics – Scoring vs Grading • It helps teachers gauge the effectiveness of their instructional choices and delivery. Reach Associates 2014

  32. LDC Rubrics – Scoring vs Grading • This rubric is designed for teaching that looks for progress NOT failure. • No one fails. • Students use the feedback to improve - as do teachers. Reach Associates 2014

  33. Basics on Rubric • Seven scoring elements • Four performance levels • Four correlating score points • plus mid-point scores Reach Associates 2014

  34. Deconstruct the Rubric • Focus • Controlling Idea • Reading/Research • Development • Organization • Conventions • Content Understanding Reach Associates 2014

  35. Controlling Idea - Similarities • Start with ‘3 – Meets Expectations’ • Highlight the words that are included in every level of controlling idea. • What do you see? • How does the student establish an overall claim, as well as recognize and address competing claims? Reach Associates 2014

  36. Controlling Idea - Differences • Now let’s look at the differences in each level of controlling idea element. Reach Associates 2014

  37. Organization - Similarities • Start with ‘3 – Meets Expectations’ • Highlight the words that are included in every level of controlling idea. • What do you see? • How controlled and logical is the essay’s structure? Reach Associates 2014

  38. Organization - Differences • Now let’s look at the differences in each level of organization element. Reach Associates 2014

  39. Organization • How controlled and logical is the essay’s organizational structure? Reach Associates 2014

  40. Focus • How steadily and thoroughly does the student address the prompt? Reach Associates 2014

  41. Focus • Look at the ponds with ducks swimming in different patterns. • Use the Scoring Element Focus on your rubric to determine ascending order. • Write down the correct letter sequence. • Lacks focus • Focus is uneven • Clear, steady focus • Consistently strong focus Reach Associates 2014 AB C D

  42. C = Lacks Focus Reach Associates 2014

  43. A = Focus Is Uneven Reach Associates 2014

  44. D = Clear, Steady Focus Reach Associates 2014

  45. B = Consistently Strong Focus Reach Associates 2014

  46. Understanding Focus Reach Associates 2014 C A D B “consistently strong focus” “clear, steady focus” “lacks focus” “focus is uneven”

  47. Is It Possible? • Could a student possibly earn a 4 for controlling idea and a 1 for focus? • Give an example. Reach Associates 2014

  48. Reading and Research • How does the student transfer relevant content from the reading materials to the writing product? Reach Associates 2014

  49. Development • How thoroughly does the student provide and explain details in support of the controlling idea? Reach Associates 2014

  50. Conventions • On your handout, read Paragraphs A, B, C, D. • Assign a Conventions score to Paragraphs A, B, C, and D and provide a brief scoring rationale. • Discuss your scores and rationales with others at the table. Reach Associates 2014