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LDC Model and Instructional Framework: Taking Ownership of College and Career-Ready Standards

This presentation explores the Literacy Design Collaborative (LDC) model and instructional framework, providing teachers with resources and examples for integrating content area literacy. It covers the design process, common writing assessments, measuring student growth, and regional connections through networks.

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LDC Model and Instructional Framework: Taking Ownership of College and Career-Ready Standards

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  1. Disclaimer • 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. Louisiana Believes

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

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

  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 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 Louisiana Believes

  6. A Look into LDC VIDEO Louisiana Believes

  7. WHO WE ARE The Literacy Design Collaborative (LDC) is a community of professional educators working together to prepare students for college and the 21st century workplace. TENSOFTHOUSANDSOFTEACHERSIN50STATESAREUSINGLDCTOOLS

  8. LDC: Imbedded Professional Learning LDC: Embedded 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….

  9. HOWWEDOIT • 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. LDCFRAMEWORK 9

  11. How It WorksTeachers 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.

  12. A science Task task Template 21Grade 10 chemistry • 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.

  13. Then, teachers design a full 2-4 week module with 4 sectionS ldc Module structure

  14. Teachers’ Cycle of Continuous Learning

  15. Roles teachers play

  16. LDC as a Vehicle Louisiana Believes

  17. What LDC Provides to Content Area Teachers • 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 Louisiana Believes

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

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

  20. Professional Growth-Classroom Pitfalls Before LDC Louisiana Believes

  21. After LDC Training and Implementation Louisiana Believes

  22. Teacher Effectiveness Trend Teacher: K.S., 2014-2015, Grade 8 Louisiana Believes

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

  25. Design Platform LDC Core Toolscoretools.ldc.org

  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 Louisiana Believes

  27. Common Writing Assessment • 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 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 Louisiana Believes

  29. Findings & Accomplishments • 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 Louisiana Believes

  30. Local Data-St. Bernard Trend by Cohort Trends in Percent Proficient Louisiana Believes

  31. Local Data-Jefferson • 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 Louisiana Believes

  32. Local Data-Jefferson Louisiana Believes

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

  34. LDC Louisiana Believes

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