Presentation on theme: "Moving to LDC in Chemistry. What is LDC? An Instructional Framework that builds in the instructional shifts that move us toward common Core Implementation."— Presentation transcript:
What is LDC? An Instructional Framework that builds in the instructional shifts that move us toward common Core Implementation Leading with a high level, rigorous and relevant task Active, close reading of text Sharing one’s thinking through oral discourse Sharing one’s thinking in a written product ….across content areas
Instructional Shifts of Common Core What do they mean to us? Increasing rigor and relevance across content areas with a shared responsibility in the teaching of reading and writing. Building knowledge through content-rich nonfiction and informational text Reading, writing and speaking grounded in complex text and it’s academic vocabulary Emphasizing the 3 modes of academic writing
Let’s start at the beginning… …or the end… …I guess it depends on how you look at it!
What task? The Core of the LDC Framework Why the emphasis on Task? “What was different in the four classrooms was what the students were actually being asked to do, and the degree to which the teacher was able to engage the students in the work by scaffolding their learning up to the complexity of the task she was asking them to do. “ --Richard Elmore
Task 6- After researching how the electrons effect element placement on the periodic table as well as periodic trends and properties, write an essay that compares the traditional placement of elements periodic table and argues the element placement when the orbitals are changed.
Let’s Try Unpacking the Task-- In order to complete the task, what do students have to understand and be able to do? Task 6- After researching how the electrons effect element placement on the periodic table as well as periodic trends and properties, write an essay that compares the traditional placement of elements periodic table and argues the element placement when the orbitals are changed.
What skills do the students need? Content… Literacy…. – Reading – Writing
Reading CCSS.ELA-Literacy.RST.9-10.1CCSS.ELA-Literacy.RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. CCSS.ELA-Literacy.RST.9-10.2CCSS.ELA-Literacy.RST.9-10.2 Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. CCSS.ELA-Literacy.RST.9-10.4CCSS.ELA-Literacy.RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics. CCSS.ELA-Literacy.RST.9-10.5CCSS.ELA-Literacy.RST.9-10.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). The Skills
Ccss.Ela-literacy.Rst.9-10.7Ccss.Ela-literacy.Rst.9-10.7 translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g.; In an equation) into words. Ccss.Ela-literacy.Rst.9-10.8 assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. Ccss.Ela-literacy.Rst.9-10.8