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Completing and Teaching Your Module

Completing and Teaching Your Module. Welcome! Special request: Please mute your phone except when you want to speak. If you do not have a mute button on your phone, please use *1 to mute for this call. Who’s here? Who isn’t?. Dan Stacy h. I’m Susan Weston, using Dan Stacy’s webinar account.

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Completing and Teaching Your Module

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  1. Completing and Teaching Your Module Welcome! Special request: Please mute your phone except when you want to speak. If you do not have a mute button on your phone, please use *1 to mute for this call.

  2. Who’s here? Who isn’t? Dan Stacy h I’m Susan Weston, using Dan Stacy’s webinar account Ohio HSTW • 12/5/13

  3. Asking Questions You can send instant messages to all of us at any point in the webinar. At the bottom left, you probably see a turquoise button that will pop up if you click on it. If you don’t see that, look higher up on the left, to your participant tools. There, the little dialogue bubble is one of the buttons, and it will open up the discussion space below. Please sent questions as you think of them, and I’ll respond as soon as I get through the current slide. Ohio HSTW • 12/5/13

  4. The Teaching Task It looks like you have all decided on questions, content, and writing choices. • Are your texts (or your plans for students to research and choose texts) in place? • Do you have other questions on the teaching tasks? Ohio HSTW • 12/5/13

  5. The Work to Finish (Agenda for Today) • Define skills students need to complete the teaching task and succeed in later work. • Put skills in order that makes sense for teaching. • Create mini-task instruction for each skill: product, scoring guide, instructional strategies, and pacing • Usethe right spaces to show your mini-tasks Ohio HSTW • 12/5/13

  6. 1. Define Skills Here, the idea is to identify the lasting abilities you are trying to help students develop and keep long-term. • One test: is your definition a single phrase beginning with “ability to…”? • Another test: does your definition make sense if you add “alone in a dorm room four years from now.” Ohio HSTW • 12/5/13

  7. 1. Define Skills Which ones best state lasting abilities (that a student can use alone in a dorm room four years later)? • Ability to summarize the main points of a text. • Identify the main points of Elizabeth Warren’s article on mortgage rates. • Ability to include evidence supporting claim. • Complete the APPARTS organizer and submit it by end of class. • Ability to read the three short stories. Take notes. Select most important passage. Ohio HSTW • 12/5/13

  8. 2. Put skills in an order that makes sense for teaching When could each order make sense? • Active Reading • Essential Vocabulary • NoteTaking • Essential Vocabulary • Active Reading • NoteTaking • NoteTaking • Essential Vocabulary • Active Reading Ohio HSTW • 12/5/13

  9. 2. Put skills in an order that makes sense for teaching To move skills, go to the skills tab, mouse over the skill you want to move, and see the three buttons appear beside it. Then use the button with the arrows to pull skills up and down into the order you want. Ohio HSTW • 12/5/13

  10. 3. Create mini-task instruction for each skill Ohio HSTW • 12/5/13

  11. 3. Create mini-task instruction for each skill Ohio HSTW • 12/5/13

  12. 3. Create mini-task instruction for each skill Ohio HSTW • 12/5/13

  13. 3. Create mini-task instruction for each skill Ohio HSTW • 12/5/13

  14. 3. Create mini-task instruction for each skill Ohio HSTW • 12/5/13

  15. 4. Use the right spaces to show your mini-tasks… Ohio HSTW • 12/5/13

  16. … avoiding this kind of confusion Ohio HSTW • 12/5/13

  17. LDC Rules of The Road (www.ldc.org/intro) Ohio HSTW • 12/5/13

  18. LDC Rules of the Road: Skills Ohio HSTW • 12/5/13

  19. LDC Rules of the Road: Instruction Ohio HSTW • 12/5/13

  20. Next Steps • Finish task and texts • Finish skills and instruction (clear enough for your own use) • Teach your module • Bring student work to our next session: 10 pieces representing the range from weakest to strongest, with names removed • At next session, explore your teaching experience, scoring with colleagues, identifying implications for instruction, and sharing your module with other teachers Ohio HSTW • 12/5/13

  21. FY14 LDC State/Region Rollout Who will be involved? NORTHWEST Oct 24 & Feb 6 Nancy Pietras Regional Coordinator LDC Coaches: Connie Hanke, Mary Ann Preston NORTHEAST Oct 24 & Feb 11 Diana Rogers Regional Coordinator LDC Lead Coach: Susan Rhoades ODE/HSTW Ohio Regions Dan Stacy, HSTW Consultant 33Sites 112Participants 13LDC Region Coaches SOUTHWEST Oct 22 & Feb 4 Linda Radtke Regional Coordinator LDC Coach: Steve Gill MDC: Michelle Walker-Glenn CENTRAL SOUTHEAST Nov 13 & Mar 6 Joyce Odor Regional Coordinator LDC Coaches: Theresa Adkins, Betsy Fannin, Nancy Ruth

  22. Finishing Up Questions Now? Just type them in or unmute your phone Questions Later I’m spweston@gmail.com Ohio HSTW • 12/5/13

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