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Literacy Design Collaborative/Mathematics Design Collaborative Webinar

Literacy Design Collaborative/Mathematics Design Collaborative Webinar November 20, 2013 Arkansas Department of Education. Upcoming Dates. Day 6 Professional Development for LDC/MDC Jan. 28– Algebra 1 MDC Teachers Jan. 29 – Geometry MDC Teachers Jan. 30 – LDC Teachers Webinar Feb. 6.

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Literacy Design Collaborative/Mathematics Design Collaborative Webinar

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  1. Literacy Design Collaborative/Mathematics Design Collaborative Webinar November 20, 2013Arkansas Department of Education

  2. Upcoming Dates • Day 6Professional Development for LDC/MDC • Jan. 28– Algebra 1 MDC Teachers • Jan. 29 – Geometry MDC Teachers • Jan. 30 – LDC Teachers Webinar • Feb. 6

  3. Guest Speaker Mr. Marc Walling Principal Cave City High School mwalling@cavecity.ncsc.k12.ar.us

  4. Recomendations • Be a part of the process! • Attend the classroom observations with the LDC/MDC Trainers • Allow some planning time for your LDC/MDC teams • Encourage your teachers to work with a buddy teacher and during the PD days with content peers from other schools.

  5. MDC Student Reflections • I truly thought that the activity was a fun and new way of learning concepts in math. I really liked that we were able to work with a partner. Overall I think the activity was pretty cool. • The activity we did was fun and kept you thinking. I would like to keep doing those, because it is fun. I liked how you had to match the answers and have to work with a partner. • I thought today’s activity was helpful. It helped me understand things better. It also helped me remember more about math. I think it most likely would have helped me in algebra I.

  6. LDC Teacher ReflectionSept. 25 • What evidence is there that students did or did not learn the goals of the lesson? • Some students do not have as much info recorded as others. One student expressed reading the selection numerous times and just not understanding the text. We discussed breaking down the selection and analyzing the sections, not the selection as a whole.

  7. LDC Teacher ReflectionsNov. 7 • What evidence is there that students did or did not learn the goals of the lesson? • As the students worked collaboratively in groups, I was going around and listening. I had them label for me as I came to their group, or I had them present what their group had done. I noticed that the group discussion was helping as some students led the discussion as the sentences were labeled. I did not give a formal assessment, but the students did complete a TLI Review independently after group work. I did learn some groups didn’t mix as well as others, and I had to refocus them more than once. Next time, I may just have partners instead of groups of four. Also, I thought the students could present their labeled sentences to the other groups through mini presentations as the groups rotated around the room seeing the other vocabulary words used correctly.

  8. LDC Teacher ReflectionSept. 25 • If you had the opportunity to work with the same students on this lesson again, what would you do the same? What would you do differently? • I think like I mentioned about break the selection into smaller sections. Maybe assign one hero to one group, and another hero to another group. The groups could then collaborate and share info in small groups.

  9. LDC Teacher ReflectionsNov. 7 • If you had the opportunity to work with the same students on this lesson again, what would you do the same? What would you do differently? • I would definitely take the time to explain and review the parts of speech and their functions because hopefully this will lead to less review down the road. Again, the groups would probably be better decreased to partners. I did hear in the groups the students explaining and justifying their answers. I heard one explain that there could not be a direct object because the verb was a linking verb. That caused the group to reevaluate the sentence bringing them to the right conclusion. I heard another say that “is horrible” is not a verb phrase when one of the group members labeled “is” a helping verb. The student explained that horrible is not an action, therefore, it was not part of a verb phrase. I do feel the support of the group and discussion was beneficial to the activity to help some misunderstandings and common misusage.

  10. LDC Teacher ReflectionSept. 25 • What resources and/or support do you need from your building and/or district administrator(s)? • Team planning time will be beneficial for us to compare and share the modules that are being produced.

  11. LDC Teacher ReflectionsNov. 7 • What resources and/or support do you need from your building and/or district administrator(s)? • We have been given time to plan and discuss this time. We help and guide each other as we can in this process. This module didn’t seem as overwhelming as the last.

  12. Administrator Survey • http://www.surveymonkey.com/s/TVVCCHR

  13. Questions Marshal Hurst mhurst3614@yahoo.com 918-721-4188 arkansasldcmdc.pbworks.com

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