Date post: | 27-Dec-2015 |
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Review of December Meeting
Looked at sample student work and discussed using the rubric for formative assessment
Looked at a sample module to discuss variations in the instructional ladder, connecting to the rubric elements and standards
Discussed quality teaching tasks
LDC: Skills and Ladders 2
Today and Tomorrow
Learn about Module Creator
Use a jurying tool and teacher reflection tool to analyze, evaluate, and reflect about the first module experience.
Discuss literacy instruction: Modes of Writing
Reflect on the training experience
Prepare for informational teaching tasks and ladders development
Skills and Ladders 3
Think Aloud
How are a culture’s values reflected in literature? After reading a version of Cinderella from a different culture (s) write an essay that discusses the similarities and differences between each story and evaluates how they reflect which values are most important in that culture(s). Be sure to support your position with evidence from the texts.
Written as an argumentation
Skills and Ladders 5
Think Aloud
After reading “The Tell-Tale Heart”, and other works by Edgar Allan Poe, write a report that defines tone and explains how Poe established tone in the text.
Readings included biographical information and other commentaries about Poe’s life and works.
Written as informational
Skills and Ladders 6
Think Aloud
What are the qualities of a good reader and a good writer? After reading Vladimir Nabokov’s essay “Good Readers and Good Writers” and other essays, write an essay that addresses the question and support your position with evidence from the text.
Written as argumentation
Skills and Ladders 7
Think Aloud
What makes a relationship enduring and mutually beneficial to both individuals? After reading ‘Romeo and Juliet’ and various informational texts about different types of relationships and marriage, write an essay that addresses the question and support your position with evidence from the text(s). Be sure to acknowledge competing views.
Written as argumentation
Skills and Ladders 8
Insights from Yesterday
The process of writing quality LDC tasks is more complex than it first appears. The LDC process will bring the complexity of the standards to light for teachers.
“We will need to take a much more active coaching role in the development of the new task.”
Skills and Ladders 9
Insights
“The LDC system helps teachers put learning back into the hands of students. There is more student ownership of learning—more discussions, a chance to make wrong assumptions and take the risk of failure (and have more reflection). This is going to be difficult for some teachers who like a tight control on the classroom climate so much so that discussion, risk-taking, and ownership are stifled.”
Skills and Ladders 10
Insights
Liked the module checklist—would have been beneficial the first time/will help with the second task
Every time we discuss LDC, I gain a deeper understanding of the process.
Skills and Ladders 11
Most Important
Be comfortable with productive struggle!
LDC is a very constructivist framework. In addition to the guaranteed hardwiring of standards, a strength of the design is that it allows teachers to bring their expertise and knowledge to it.
But this very strength also causes some discomfort.Perceptions and past experiences must sometimes be revised in the process, and gaps in knowledge addressed.
Skills and Ladders 12
The Ladder Makes Practice Visible
“People tend to be much more specific about what they expect by way of student performance than they are about what in classrooms would lead to the performance they desire…. We think you cannot change learning and performance at scale without creating a strong, visible, transparent common culture of instructional practice.”
City, Elmore, Fiarman, and Teitel,Instructional Rounds in Education
LDC: Skills and Ladders 13
Three Modes of Writing Look-Fors
Modes are often intertwined to communicate with an audience.
“A variety of forms can be appropriate for any particular mode of writing.”
Articles, speeches, multimedia presentations, etc…
Skills and Ladders 14
Look-Fors
Purpose and audience---they have not disappeared!
(Consider some of the mismatches we have seen in some tasks)
• Ways to communicate the interface between on-demand assessment and writing instruction. They are different but related entities.
• Writing to: learn, demonstrate learning, for authentic (real-life) purposes.
Skills and Ladders 15
Discuss
Connections in your section between the information in the document and LDC
Implications for training and use of the document in the Network sessions and other school support work.
Skills and Ladders 16
At Your Tables
All read the introduction
Ones read Opinion/Argumentation, Twos read Informational/Explanatory Threes read Narrative
All read the conclusion
Use the handout for your organizer
Skills and Ladders 17
LDC Training Sequence
Days 1 and 2: Intro to LDC and first draft module(12 hours)
Standards Modes of Writing (Argument, Informational,
Narrative)Guidebook (Template Tasks, Ladders, requirements)Templates and RubricTeacher Work Time*** (Task and Ladder
development)
Skills and Ladders 18
LDC Training Sequence
Days 3 and 4: Rubric analysis, score student work, reflect and discuss, share examples, begin on next module. (12 hours)
Rubric as formative assessment Reflection on the teaching experience Planning with more variations to the
instructional ladder Teacher work time ** (Task
revisions/construction)
Skills and Ladders 19
LDC Training Sequence
Day 5: Score student work from informational set, determine exemplars, reflect on the teaching experience. (6 hours)
Day 6: Putting modules together (6 hours)
Day 7: Share and Reflect on the experience of teaching through argument and informational writing.
(6 hours)Skills and Ladders 20
Changes in Delivery
With Module Creator, we foresee a further condensing of formal training model, however….
No technological tool can replace teacher collaboration and support through coaching and feedback.
Skills and Ladders 21
What Teachers Need
Time to think about their second task in light of their first module experience.
Permission to vary skills, mini-tasks, and add appropriate strategies to the ladder.
Skills and Ladders 22
What Teachers Need
Models Time to work on
putting the pieces together
Reflection Support in the way
of answering questions, one on one time, feedback.
Common Issues
Realization of the literacy expectations for all teachers.
Science, social studies, technical education teachers and professional development needs around literacy.
Argument and persuasion
Rubric language for teachers who are new to such assessment tools.
Skills and Ladders 24
Common Issues
What issues do you predict will occur when teachers and students begin working with informational writing?
Skills and Ladders 25
Next Steps
Capitalize on the teachers’ reflections about the student work and about their teaching experience.
If they have not seen the Economics module about Market Systems, share that ladder with them, let them read it and find variations that the teacher made to instruction---ones that made sense for her students.
Skills and Ladders 26
Next Steps
Prepare them for writing their informational task by sharing any information you think they need, such as a standards overview or an overview of informational writing.
Ensure that they have the informational template and correct template task and let them begin planning.
Be available to answer questions.
Skills and Ladders 27
Most Important
Be comfortable with productive struggle!
LDC is a very constructivist framework. In addition to the guaranteed hardwiring of standards, a strength of the design is that it allows teachers to bring their expertise and knowledge to it.
But this very strength also causes some discomfort.Perceptions and past experiences must sometimes be revised in the process.
Skills and Ladders 28