Second Module Design Ky Network Partners Welcome! 1

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 Ladders2

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 Ladders3

The LDC Framework

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 Ladders5

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 Ladders6

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 Ladders7

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 Ladders8

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 Ladders9

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 Ladders10

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 Ladders11

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 Ladders12

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 Ladders13

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 Ladders14

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 Ladders15

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 Ladders16

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 Ladders17

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 Rubric Teacher Work Time*** (Task and Ladder development) Skills and Ladders18

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 Ladders19

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 Ladders20

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 Ladders21

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 Ladders22

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 Ladders24

Common Issues  What issues do you predict will occur when teachers and students begin working with informational writing? Skills and Ladders25

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 Ladders26

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 Ladders27

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 Ladders28