Literacy Design Literacy Design CollaborativeCollaborative

Mathematics Mathematics Design Design

CollaborativeCollaborative

2014 – 2015Rollout and Application

Literacy Literacy Design Design

CollaborativCollaborativee

The Literacy Design Collaborative (LDC) offers a fresh approach to incorporating literacy into middle and high school content areas. LDC is a community of educators providing a teacher-designed and research-proven framework, online tools, and resources for creating literacy-rich modules of instruction across content areas. This is drastically different than past, less structured notions of “adding” reading and writing when possible to the teaching of content.

Goals of LDCGoals of LDC• To engage students in reading, comprehending,

analyzing, interpreting, and responding to complex texts

• To align assignments to the CCSS and to promote collaboration

• To help teachers personalize learning so that every student can master the CCSS

• To ensure that all students can be college and career ready

What does an LDC What does an LDC Classroom look like?Classroom look like?

• Students engaging in learning• Students focusing on the LDC task • Students working together• Students reading to learn content• Students persisting to complete tasks

LDC ToolsLDC Tools• A bank of reading/writing tasks• The module template

o Taskso Skillso Instructiono Results

• Scoring rubrics • Local and national collaboration • Access to a community of educators with LDC

modules aligned to course content and to CCSS

Three types of tasksThree types of tasks• Argumentation• Informational/Explanatory• Narrative

Text StructuresText Structures1. Analysis2. Comparison3. Evaluation4. Problem/Solution5. Cause/Effect6. Description7. Sequential8. Procedural/Sequential9. Synthesis

Template Task Template Task CollectionCollection

Argumentative

Informational/Explanatory

Narrative

ELAELA

LDC Task vs. Traditional Writing LDC Task vs. Traditional Writing

PromptPrompt

Career/Technical TaskCareer/Technical Task

LDC Task vs. Traditional Writing LDC Task vs. Traditional Writing

PromptPrompt

ScienceScience

LDC Task vs. Traditional Writing LDC Task vs. Traditional Writing

PromptPrompt

Social StudiesSocial Studies

LDC Task vs. Traditional Writing LDC Task vs. Traditional Writing

PromptPrompt

LDC Skills ClustersLDC Skills Clusters

• Preparing for the Task• Reading Process• Bridging• Writing Process

Defining the SkillsDefining the Skills• Each skill required is defined.• There are multiple skills in each

cluster.• Clusters 1-4 are completed in

order.• The Content Cluster is embedded

throughout the literacy clusters.

Instructional LadderInstructional Ladder

Instructional LadderInstructional Ladder

How will students be taught to succeed on the teaching task?•Teachers establish the instructional plan – and instructional ladder – to teach students the skills necessary to succeed on the task•Students are taught each skill through a “mini-task”•Mini-tasks connect across the 2-4 weeks to lead students to completing the task

The LadderThe LadderProductProduct

If you were climbing a ladder, you wouldn’t want to miss a rung.

This is also true in teaching students how to create a final product

What Results?What Results?

• Rubric• Student Work Samples• Classroom Assessment Task

Mathematics Mathematics Design Design

CollaborativeCollaborative

MDCMDC

MDC focuses on building student understanding of mathematics concepts by working through problems, rather than memorizing formulas and plugging them into a page of workbook problems.•Utilizes Formative Assessment Lessons (FAL)

The BIG IDEA of The BIG IDEA of Formative AssessmentFormative Assessment• Students and teachers• Using evidence of learning• To adapt teaching and learning• To meet immediate learning needs• Minute-to-minute and day-by-day

The 5 Strategies of Assessment of The 5 Strategies of Assessment of

LearningLearning

Formative AssessmentFormative Assessment

1.Clarifying and sharing learning intentions and criteria for success2.Engineering effective discussions, questions and learning tasks that elicit evidence of learning.3.Providing feedback that moves learners forward.4.Activating students as the owners of their own learning.5.Activating students as instructional resources for one another.

The 5 Strategies of Assessment of The 5 Strategies of Assessment of

LearningLearning

These five key ingredients are designed to ensure that students are engaged in a

productive struggle with mathematics rather than on the receiving end of a lecture

Parts of a FALParts of a FAL

1. Pre-Lesson Assessment

2. Whole Class Introduction

3. Collaborative Activity

4. Whole Class Student Discussion.

5. Post-Lesson Assessment

6. Change in Instruction based on Evidence

Two to three days to implement

FALFAL• Not for grading purposes!

• Intent is for

Formative Assessment

FALFAL

• Looking for the OMG’so Obstacleso Misconceptionso Gaps in Learning

FALFAL• Questioning Techniques

o We do not want to GPS the students.• Do not take the thinking away from the students

ConnectionsConnections• CCSS• PARCC• ESEA Flexibility Plan• TESS

o Planning and Preparationo The Classroom Environmento Professional Responsibilitieso Instruction

WebsitesWebsites• LDC

o ldc.org

• MDCo Map.mathshell.org

2014-20152014-2015Roll-outRoll-out

DocumentsDocuments

• Applicationo Team informationo Participation Assurances

for Cohort Threeo Adult Permission

Statement

• Roll-out Plano Logisticso Roles and Responsibilitieso Timeline

Who should be on your Who should be on your team?team?

Literacy•ELA •Science •Social Studies•Career Ed.

Math•High School

• Algebra• Geometry

•Middle School• One from each

grade

Leadership and Support•Principal•Assistant Principal•Instructional Facilitators•District office

Teachers SelectedTeachers Selected• Open to change• Evidence that they have taught students to

extraordinary levels• Open to being coached• Great facilitator skills• Ability to lead others• Deep content knowledge• Have an attitude that focuses on the willingness to

learn

ChoiceChoice

Literacy Design Collaborative (LDC)and/or

Mathematics Design Collaborative (MDC)

Time involvedTime involved• Regional training

o Summer, 2014– 3 dayso 2014-2015 school year – 3 days follow-up, face-to-face

training at regional co-ops

• On-site visits – 6 for the school year

• Webinars (4)

• Classroom implementation

• Planning time during on-site visit (1 hour)

• PLC

Costs to DistrictCosts to District• Travel

• Lodging• Meals

• Substitutes• Planning time (6 on-

site visits)

• PLC Meetings• Professional

development• Technology and

materials

How to applyHow to apply• http://ideas.aetn.org/commoncore/leadership

• Email documents to abby.cress@arkansas.gov by March 21, 2014o Team information, participation assurances and adult permission statements

SeSelection Criterialection Criteria1. Region: up to seven (7) schools per co-op region

(actual number of schools selected will be based upon the number of trainers available)

2. Date: completed application will be date- and time-stamped by the e-mail submission. The schools will be selected within each region on a first-come, first-served basis.

AnnouncementAnnouncement• Schools will be notified via email no later than April 4, 2014.

• Schools that apply, but are not selected, will be priority on the list for 2015 training.

QuestionsQuestionsMarshal HurstMarshal.hurst@arkansas.gov501-366-4342

Kevin BeaumontKevin.beaumont@arkansas.gov501-682-4219