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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.

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Presentation on theme: "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."— Presentation transcript:

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 Ohio HSTW 12/5/132 I’m Susan Weston, using Dan Stacy’s webinar account

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 12/5/133

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 12/5/134

5 The Work to Finish (Agenda for Today) 1. Define skills students need to complete the teaching task and succeed in later work. 1. Put skills in order that makes sense for teaching. 2. Create mini-task instruction for each skill: product, scoring guide, instructional strategies, and pacing 1. Use the right spaces to show your mini-tasks Ohio HSTW 12/5/13 5

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 12/5/136

7 1. Define Skills Which ones best state lasting abilities (that a student can use alone in a dorm room four years later)? 1. Ability to summarize the main points of a text. 2. Identify the main points of Elizabeth Warren’s article on mortgage rates. 3. Ability to include evidence supporting claim. 4. Complete the APPARTS organizer and submit it by end of class. 5. Ability to read the three short stories. Take notes. Select most important passage. Ohio HSTW 12/5/137

8 2. Put skills in an order that makes sense for teaching When could each order make sense?  Active Reading  Essential Vocabulary  Note Taking  Essential Vocabulary  Active Reading  Note Taking  Note Taking  Essential Vocabulary  Active Reading Ohio HSTW 12/5/138

9 2. Put skills in an order that makes sense for teaching Ohio HSTW 12/5/139 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.

10 3. Create mini-task instruction for each skill Instruction What you do to build the skills What students do to build the skills What you look for in their work to see if skills develop How much time it takes Ohio HSTW 12/5/1310

11 3. Create mini-task instruction for each skill InstructionLDC shows it as: What you do to build the skills What students do to build the skills The LDC product and prompt make sure students actively practice and apply the skill What you look for in their work to see if skills develop How much time it takes Ohio HSTW 12/5/1311

12 3. Create mini-task instruction for each skill InstructionLDC shows it as: What you do to build the skills What students do to build the skills The LDC product and prompt make sure students actively practice and apply the skill What you look for in their work to see if skills develop The scoring guide gives a quick description of student product that meets expectations How much time it takes Ohio HSTW 12/5/1312

13 3. Create mini-task instruction for each skill InstructionLDC shows it as: What you do to build the skills What students do to build the skills The LDC product and prompt make sure students actively practice and apply the skill What you look for in their work to see if skills develop The scoring guide gives a quick description of student product that meets expectations How much time it takesPacing can be minutes, periods, or days, with minutes most helpful to other teachers Ohio HSTW 12/5/1313

14 3. Create mini-task instruction for each skill InstructionLDC shows it as: What you do to build the skills Instructional strategies are what you do and say before, during, after students work on product What students do to build the skills The LDC product and prompt make sure students actively practice and apply the skill What you look for in their work to see if skills develop The scoring guide gives a quick description of student product that meets expectations How much time it takesPacing can be minutes, periods, or days, with minutes most helpful to other teachers Ohio HSTW 12/5/1314

15 4. Use the right spaces to show your mini-tasks… Ohio HSTW 12/5/1315

16 … avoiding this kind of confusion Ohio HSTW 12/5/1316

17 LDC Rules of The Road (www.ldc.org/intro) Ohio HSTW 12/5/1317

18 LDC Rules of the Road: Skills Specific skillsList the skills students need to succeed on the teaching task. Skills definedDefine each skill listed using the stem “the ability to…” Skills clustersCluster the skills in groupings that make sense and are in a workable order for teaching. Ohio HSTW 12/5/1318

19 LDC Rules of the Road: Instruction Mini-tasksFor each identified skill, provide a prompt asking students to apply an “in-progress” skill or practice. Identify the product students will produce in response to each prompt. Include a short scoring guide for all or most student products. Instructional strategies Specify the instructional strategies to be used in teaching students to succeed on each mini-task. Pacing plansEstimate time requirements for each mini-task. Materials, references, and supports List the materials, references, and supports students and teachers will need to complete the instruction. Provide internet or other source information for published documents, and use the appendix to provide copies of other materials. Ohio HSTW 12/5/1319

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 12/5/1320

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 CENTRAL SOUTHEAST Nov 13 & Mar 6 Joyce Odor Regional Coordinator LDC Coaches: Theresa Adkins, Betsy Fannin, Nancy Ruth SOUTHWEST Oct 22 & Feb 4 Linda Radtke Regional Coordinator LDC Coach: Steve Gill MDC: Michelle Walker-Glenn ODE/HSTW Ohio Regions Dan Stacy, HSTW Consultant 33 Sites 112 Participants 13 LDC Region Coaches

22 Finishing Up Questions Now? Just type them in or unmute your phone Questions Later I’m Ohio HSTW 12/5/1322


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