The Big Picture Common standards, local choices! Revisiting the LDC System. CAS (CCSS) Standards are a blueprint. CCSS = clear goals.
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Standards for reading, writing, and communicating in all grades must be clear and rigorous so that our public educational system gives students the skills, knowledge, and confidence they need to succeed in postsecondary education and the workforce, to be well-informed and responsible citizens, and to lead more fulfilling personal lives.
Language skills are necessary for academic success in all disciplines. The ability to integrate reading, writing, speaking, and listening effectively builds understanding across all academic subjects as well as allowing for the development of 21st century skills within the context of these subjects. Critical thinking and reasoning, information literacy, collaboration, self-direction, and innovation are vital 21st century skills.
Unlike mathematics, secondary literacy is not a discipline. It is “homeless” in that it belongs to everyone and no one. Literacy is used in secondary classrooms, but it is not taught in a systematic way.
With the Common Core of Standards, many things now become possible. Because states will be working from the same core, we can create broad-based sharing of what works but, at the same time, provide local flexibility to decide how best to teach the core.
– Vicki Phillips & Carina Wong (PDK, February 2010)
So teachers don’t have to
‘move from blueprint to action’ alone.
What task sets clear, measurable goals for learning?
Task 2 Template (Argumentation/Analysis L1, L2, L3): [Insert essential question] After reading _____ (literature or informational texts), write an _________(essay or substitute) that addresses the question and support your position with evidence from the text(s). L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.
What skills do students need to succeed on the teaching task?
YOU identify, define, cluster, and order the skills students need to complete the task.
How will students be taught to succeed on the teaching task?
How good is good enough?
Comparing Economic Systems
(Oregon HS Teacher)
Opportunities and Challenges: U.S. Immigration 1880-1930
(National Paideia Center)
But DON’T WORRY right now about…
MARK THESE PAGES!
pp. 53-54 in the LDC Guidebook
What is required?
What can be changed or added?
Module templates support teachers in developing instruction to use over about 2-4 weeks. They help teachers design instruction – their choice – focused on guiding students to complete a single literacy task linked to content.
How does a module template….
…turn into a module?
Teaching task + module template=LDC Module