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Disclaimer 1 Louisiana Believes This information is being provided as part of the Striving Readers Comprehensive Literacy program administered by the U.S.

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Presentation on theme: "Disclaimer 1 Louisiana Believes This information is being provided as part of the Striving Readers Comprehensive Literacy program administered by the U.S."— Presentation transcript:

1 Disclaimer 1 Louisiana Believes This information is being provided as part of the Striving Readers Comprehensive Literacy program administered by the U.S. Department of Education. Information and materials mentioned or shown during this presentation are provided as resources and examples for the viewer's convenience. Their inclusion is not intended as an endorsement by the U.S. Department of Education. In addition, the instructional practices and assessments discussed or shown in these presentations are not intended to mandate, direct, or control a State's, local educational agency's, or school's specific instructional content, academic achievement system and assessments, curriculum, or program of instruction. States and local programs are free to use any instructional content, achievement system and assessments, curriculum, or program instruction that they wish, insofar as they support the goals and objectives of the Striving Readers Comprehensive Literacy program, as authorized.

2 Louisiana PEN 2 Louisiana Believes Teacher as Maker: Taking Ownership of College and Career-Ready Standards Through LDC Personnel Exchange Network Chalmette, LA.  February 5, 2015

3 Materials for Today’s Session LDC.org > Our Partners > Louisiana Department of Education

4 Louisiana Believes 4 Agenda Part 1: LDC model and instructional framework Video Framework overview LDC as a vehicle: content area literacy integration, professional growth Part 2: Exploration of LDC.org and CoreTools Resource sharing Design platform Part 3: Common writing assessments Measuring student growth Part 4: Findings, accomplishments, and lessons learned Data and observations Regional connections through networks

5 Louisiana Believes 5 Agenda Part 1: LDC model and instructional framework Video Framework overview LDC as a vehicle: content area literacy integration, professional growth Part 2: Exploration of LDC.org and CoreTools Resource sharing Design platform Part 3: Common writing assessments Measuring student growth Part 4: Findings, accomplishments, and lessons learned Data and observations Regional connections through networks

6 A Look into LDC 6 Louisiana Believes VIDEO

7 WHO WE ARE The Literacy Design Collaborative (LDC) is a community of professional educators working together to prepare students for college and the 21 st century workplace. TENS OF THOUSANDS OF TEACHERS IN 50 STATES ARE USING LDC TOOLS

8 LDC: Imbedded Professional Learning What LDC is not: LDC is not a pre-packaged curriculum solution. What LDC is: A professional learning process and system composed of teacher-created tools and resources that guide the teacher through instructional design thinking and delivery that manifest the college and career-ready instructional shifts in myriad ways LDC make it easier for teachers to do the hard instructional work they want to do…. LDC: EMBEDDED PROFESSIONAL LEARNING

9 HOW WE DO ITHOW WE DO IT A teacher-created online platform guides teachers through a curriculum design process that impels the teacher to grapple and, ultimately, master college and career-ready instructional shifts while providing access to: Exemplary, aligned curriculum modules A library of vetted mini-literacy tasks Resource guides and teacher “how-to” videos Student and teacher artifacts Online classroom tools that support Unit and Lesson Planning and Assessment Everything teachers need to help students succeed.

10 LDC FRAMEWORK 9

11 How It Works Teachers select a Template to design an assignment, namely a TASK. Task 21 Template (Informational or Explanatory/Analysis) : [Insert optional question] After reading ________ (literature or informational texts), write ________ (a report, essay or substitutes) in which you analyze ________ (content), providing examples to clarify your analysis. 11

12 In a time when radioactivity was an unknown, how did Marie Curie use her discoveries to prove radioactivity can be used as a new method for searching for elements? After reading Curie’s Nobel Prize lecture, “Radium and the New Concepts in Chemistry”, write a report in which you analyze Curie’s claim to have proved her own hypothesis that radioactivity is an atomic property, providing examples to clarify your analysis. 12 A SCIENCE TASK TASK TEMPLATE 21 GRADE 10 CHEMISTRY

13 Section 1: Task Student Performance Task Standards Core Subject Content Texts Student Scoring Rubric Extensions Section 2: Skills What sequence of skills will enable the student to complete the task? Section 3: Instructional Ladder: Mini-Tasks What literacy mini- tasks will build and manifest student mastery of the skill or sub-skill? Section 4: Results What student Product would demonstrate student mastery of the performance teaching task? THEN, TEACHERS DESIGN A FULL 2-4 WEEK MODULE WITH 4 SECTIONS LDC MODULE STRUCTURE 13

14 Teachers’ Cycle of Continuous Learning

15 ROLES TEACHERS PLAY Be an Exemplary or G2G Module Author: Submit your Module for National Jurying and Feedback Participate in Teacher2Teacher Networks to crowd source quality non fiction texts and mini tasks: Use the SCALE Jurying Training materials and Jurying protocol with colleagues Become a certified National LDC Juror Capture LDC reflections or classroom mini-tasks on video and supply for national dissemination Share and support others- Tweet, blog, post on Facebook or Pinterest 15

16 LDC as a Vehicle 16 Louisiana Believes Literacy Integration into the Content Areas Science and Social Studies Professional Growth A tool for teacher development

17 What LDC Provides to Content Area Teachers 17 Louisiana Believes Seamless integration of literacy standards for science, social studies, and technical subjects A means to provide disciplinary-specific literacy with strong connections to content Flexible templates appropriate for the content areas

18 Considerations for Science Skills & Knowledge Literacy Content Connection Scientific/ Engineering Practices Inquiry/ Design Authentic Experiences Thinking like a Scientist

19 Considerations for Social Studies Skills & Knowledge Literacy Primary & Secondary Source Docs Providing Context Analyzing Evidence Forming Arguments Thinking like a Historian

20 Professional Growth-Classroom Pitfalls Before LDC 20 Louisiana Believes Presented a challenge to teachers Pitfall-components missing from lessons, disjointed Planning & Preparation Low demand Little-moderate connection to standards Formative often missing Assessments Low demand Discussion absent from lessons Questioning and Discussion

21 After LDC Training and Implementation 21 Louisiana Believes Tool provided streamline approach to planning Instruction fully built out Planning & Preparation Increase in demand & high quality Clarity in expectations Built-in formative assessments Assessments Higher depth of knowledge addressed Increase variety of discussion techniques used (Socratic Seminar, fishbowl, “silent” discussions) Peer-to-Peer questioning increased Questioning & Discussion

22 Teacher Effectiveness Trend 22 Louisiana Believes Pre-LDC Evaluation Scores Planning & Preparation 1 Questioning & Discussion1.5 Managing Classroom Procedures2 Assessment 1 Setting Instructional Outcomes1 Post-LDC Implementation Evaluation Scores Planning & Preparation 3 Questioning & Discussion2.5 Managing Classroom Procedures3 Assessment 3 Setting Instructional Outcomes3 Teacher: K.S., , Grade 8

23 Leveling the Playing Field 23 Louisiana Believes Novice Teachers Veteran Teachers Common platform for learning & collaboration

24 Louisiana Believes 24 Agenda Part 1: LDC model and instructional framework Video Framework overview LDC as a vehicle: content area literacy integration, professional growth Part 2: Exploration of LDC.org and CoreTools Resource sharing Design platform Part 3: Common writing assessments Measuring student growth Part 4: Findings, accomplishments, and lessons learned Data and observations Regional connections through networks

25 Design Platform LDC Core Tools coretools.ldc.org 25

26 Louisiana Believes 26 Agenda Part 1: LDC model and instructional framework Video Framework overview LDC as a vehicle: content area literacy integration, professional growth Part 2: Exploration of LDC.org and CoreTools Resource sharing Design platform Part 3: Common writing assessments Measuring student growth Part 4: Findings, accomplishments, and lessons learned Data and observations Regional connections through networks

27 Common Writing Assessment 27 Louisiana Believes Cross-district common assessment using LDC framework components Provides a basis for PLCs focused on student growth Collaboration & sharing-not competitive Relevant data strongly connected to classroom practices

28 Louisiana Believes 28 Agenda Part 1: LDC model and instructional framework Video Framework overview LDC as a vehicle: content area literacy integration, professional growth Part 2: Exploration of LDC.org and CoreTools Resource sharing Design platform Part 3: Common writing assessments Measuring student growth Part 4: Findings, accomplishments, and lessons learned Data and observations Regional connections through networks

29 Findings & Accomplishments 29 Louisiana Believes Local data attesting to the effectiveness of LDC St. Bernard Jefferson Cross district data and opportunities for growth Through Practice Networks, districts will have common data to be shared

30 Local Data-St. Bernard 30 Louisiana Believes Trends in Percent Proficient Good and Excellent-Eng II EOC % % % % Trend by Cohort Freshman Class of 2010-Exposed to LDC in Sci, Soc. Studies, and ELA 2010 (students in 8 th Grade) English II EOC 58% Proficient 2012 (students in English II) English II 73% Good and Excellent

31 Local Data-Jefferson 31 Louisiana Believes Pilot LDC study conducted Spring 2013 One group Pre-test/Post-Test Design, paired T test Sample size: N=23, Biology I students Results: Results yielded a statistically significant difference in the means of the pre test and the post test Difference in means attributed to LDC module instruction-no other factors present to skew data

32 Local Data-Jefferson 32 Louisiana Believes

33 Regional Networks 33 Louisiana Believes Teacher Practice Networks St. Bernard Parish Jefferson Parish Terrebonne Parish West Baton Rouge Parish Practical website built for support and networking

34 34 Louisiana Believes LDC


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