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Literacy Design Collaborative LDC. Cumberland County October 05, 2012 [email protected] What is the Literacy Design Collaborative (LDC). LDC is a framework for implementing the standards.

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Literacy Design Collaborative LDC

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Literacy design collaborative ldc

Literacy Design CollaborativeLDC

Cumberland County

October 05, 2012

[email protected]


What is the literacy design collaborative ldc

What is theLiteracy Design Collaborative(LDC)

LDC is a framework for implementing the standards.

LDC is a structure to allow teachers and students deeper engagement with the standards leading to highly effective teaching and learning.

LDC


State strategy

State Strategy


Literacy design collaborative ldc

Scaling LDC/MDC Work-Partnership

Pilot Districts

Leadership Networks


Literacy design collaborative ldc

Literacy & Math Design Collaborative

Pilot Districts

Kentucky Writing Project

-- Literacy Design Collaborative (LDC)

-- (Math) Formative Assessment Lessons (FAL)

-- LDC and FAL


What is required in an ldc

What is required in an LDC?

  • Using an LDC as a means of instruction requires close read of texts, both print and non-print, and requires students to pull content from texts in order to write for an authentic purpose.


Writing focus

Writing Focus

  • Centers around 3 types of writing that are congruent to the Common Core State Standards:

    • Argumentative

    • Informative/ Explanatory

    • Narrative


Higher level thinking tasks

Higher Level Thinking Tasks

  • 29 Task Templates in all

  • Choose the task that best meets the needs of your students and the standards/concept

  • Organized by Writing Type as well as Level of Thinking Skills


Literacy matters

Literacy Matters

  • What was the teacher’s role in this lesson?

  • What was the student’s role in this lesson?

  • How was this LDC lesson different from what you normally see in an English/Language Arts Lesson?


Let s try a task

Let’s try a task!


Background

Background

  • Carol Dweck believes that the biggest indicator of student motivation to learn and grow is their fixed or growth mindset. Could this be true of our own mindset? Do you, as the model of learning culture in your classroom, only attempt that which you know you will succeed at OR are you willing to let your students see you “productively struggle” through difficult work?


Productive struggle

*Productive Struggle*

“I have not failed. I’ve just found 10,000 ways that won’t work.”

Thomas A. Edison


Task 14 informational explanatory

Task 14 Informational/Explanatory

  • How can having a growth mindset improve the instructional culture of your classroom? After reading “The Ideal Learning Culture,” by Shirley Clarke, and viewing short video clips, write a paragraph or create a graphic that explains fixed and growth mindset and addresses the question. support your discussion with evidence from the text(s).


Preparing for the task

Preparing for the Task

  • Anticipation Guide

  • Quick Write your initial impressions from the Anticipation Guide, the Background, and the Task.


Reading process

Reading Process

  • In Groups of 4, assign CHUNKS 1-4 of text.

  • Read your chunk of the text, annotating points related to the Essential Question in the task.

  • Record your annotations, thoughts, concerns, summary on the butcher paper in front of you.

  • Walk around your table and read your colleague’s comments. Respond to comments when appropriate.

  • Return to your seat to read and discuss your colleague’s responses.

  • As a group, identify evidence from the text that will help you answer the Essential Question.


Reading process1

Reading Process

  • As you watch each video, record any evidence you might use to answer the Essential Question.

  • After the three videos, discuss your evidence, as a group.

    Fixed & Growth Mindset Students


Literacy design collaborative ldc

When you’re green you grow.

When you’re ripe you rot.


Literacy design collaborative ldc

Excuses


Transition to writing

Transition to Writing

  • As a group, decide which product you will produce: paragraph or graphic.

  • As a group, organize your annotations to support your argument.


Writing process

Writing Process

  • Make sure you have a claim statement.

  • Make sure your product follows your line of thought.

  • Revise, as needed.

  • Be prepared to share.


Reflection

Reflection


What s our plan

What’s our plan?

  • October 5

    • Overview of LDC

    • Participate in a Task

    • Components of an effective Task

    • Write a Task to teach

  • January 2

    • Bring student work from Task

    • Use LDC rubric

    • Dig Deeper into Instructional Ladder

    • Write a Task & Ladder to teach


Our plan cont

Our plan, cont.

  • March 29

    • Bring scored student work from Task/Ladder

    • Use Jurying Tool to evaluate Module


Template tasks

Template Tasks

  • ‘The real accountability system is in the tasks that students are asked to do.’

  • Why the emphasis on tasks?

    “What was different in the four classrooms was what students were actually being asked to do, and the degree to which the teacher was able to engage students in the work by scaffolding their learning up to the complexity of the task she was asking them to do.”


Template tasks1

Template Tasks

  • An LDC template task is a fill-in-the-blank assignment or assessment that involves writing in response to reading.

  • To turn a Template task into a Teaching task, teachers first fill in the texts to be read, writing to be produced and content to be addressed.


Sample task 2 background info

Sample Task 2: Background Info

Students will understand that electromagnetic waves, including radio waves, microwaves, infrared radiation, visible light, ultraviolet radiation, x-rays and gamma rays result when a charged object is accelerated.

  • This information gives students a context as they begin thinking about the upcoming task.

LDC: First Instructional Ladder


Sample task essential question

Sample Task: Essential Question

  • Do cell phones have the potential to impact our health in a negative way?

  • The essential question focuses students on the argument

LDC: First Instructional Ladder


Sample task the task

Sample Task: The Task

  • (Do cell phones have the potential to impact our health in a negative way?)

  • After reading the articles from Scientific American and Time as well as viewing the chart from Prevention, write a report that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views and give examples from past or current events or issues to illustrate and clarify your position.

LDC: First Instructional Ladder


To create a task

To Create a Task…

  • Choose Your Template Task

  • Choose Your Topic

  • Choose Text Students Will Read

  • Choose Text Students Will Write

  • Combine To Create Your Teaching Task

LDC: First Instructional Ladder


What s critical in your task

What’s Critical in your Task?

  • Template task, text(s), content, and product are a good fit

  • Requires students to delve deeply into content

  • Requires students to demonstrate a range of critical thinking skills

  • Text is intellectually challenging, but accessible to all students


What s critical in your task1

What’s Critical in your Task?

  • Text requires students to apply literacy skills to comprehend and analyze content

  • Product is sufficiently challenging

  • Product is multi-paragraph and appropriate for content

  • Product authentically engages students and targets realistic audiences.


Task diagnosis

Task Diagnosis

Task 19: Can social climbers really move into a new social class? After reading The Great Gatsby, Vanity Fair, and Limbo: Blue-Collar Roots, White-Collar Dreams, write an essay that explains how a character succeeded or failed in efforts to move to a higher social class. What conclusions or implications can you draw? Cite at least two sources, pointing out key elements from each source.

English III

LDC: Teaching Task Design


Task diagnosis1

Task Diagnosis

After researching your textbook chapters on human anatomy, write an article for students your age that compares two major body systems and argues which one is the most exciting. Be sure to support your position with evidence from the texts.

Grade 8 Life Sciences

LDC: Teaching Task Design


Task diagnosis2

Task Diagnosis

After researching Romeo and Juliet and Westside Story, write a report that defines “star-crossed lovers.” Support your discussion with evidence from your research. If you had friends who were in love and whose families disapproved, what advice would you give them?

Grade 9 English

LDC: Teaching Task Design


Task diagnosis3

Task Diagnosis

Where have all the flowers gone? After reading selected anti-war poems and song lyrics, write an essay that addresses the question and support your position with evidence from the texts.

Grade 9 Government and Civics

LDC: Teaching Task Design


Common task problems

Common Task Problems

  • Task doesn’t follow the template

  • Task isn’t worth that much instructional time

  • The topic is too narrow

  • Question is not rigorous/relevant

  • The question asks for personal reflection instead of engagement with academic content

  • Makes weak use of the material students are to read; doesn’t demand a close reading

  • Text isn’t adequate to support an argument

  • Text is too simplistic

LDC: First Instructional Ladder


Template tasks2

Template Tasks

  • Argumentation or Informational/Explanatory

  • After Researching or Essential Question

  • Analysis, Comparison, Evaluation, Problem-Solution, Cause-Effect


Content

Content

  • Task should address a major issue in your content

  • A full module is expected to take 2-4 weeks

  • ELA teachers use embedded standards

  • Other Content teachers use the Literacy standards and applicable Core Content

  • Logically fit your pacing guide


Text selection

Text Selection

  • Appropriate for topic

  • Short enough to be closely read, but at appropriate level of complexity

  • Include lower lexile texts, as needed for differentiation

  • Multiple texts (literature, informational, opinion pieces, reference works)

  • Don’t forget non-print text, charts, tables

  • Contains academic vocabulary

  • Include at least one text that is the same type students will write


Student products

Student Products

  • Think outside the box

  • Instead of an essay:

    • Review, article, editorial, speech, proposal

  • Instead of a report:

    • Article, lab report, manual

  • Instead of a narrative:

    • Article, account, biography, story, script


Ldc task requirements

LDC Task Requirements


Ldc task flexibility

LDC Task Flexibility


Your turn

Your Turn!

  • Step 1. Create the Task

    • Start work on creating a task you can teach during a course (using your state/district standards, curriculum map and texts you brought)

    • Refer to the LDC task requirements and design process for guidance

    • Flag your facilitator as you develop questions 

  • Step 2. Check the Task

    • Individually, spend 5-10 minutes writing an opening paragraph that addresses the demand.

    • Now share your opening with your colleagues

    • If you found it difficult to address the task, use the experience to discuss what might need to be adjusted to help students succeed and revise. Revise as necessary.

    • If you found that the demand can be addressed by students, go to Step 3.

  • Step 3. Complete the Task

    • If you found the prompt works, complete the rest of your Task 2 Template including adding a background that sets the stage for the prompt and the optional extension, if you choose to do one.

    • Double check with the LDC task requirements and design process

    • Once you are finished, add your prompt to the poster and post for sharing. Take a look at what your peers have created.


January 2 2013

January 2, 2013

  • Bring the task you taught and student work


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