Literacy Design Collaborative (LDC) Mathematics Design Collaborative (MDC)

1. Literacy Design Collaborative (LDC)Mathematics Design Collaborative (MDC) Marshal Hurst LDC/MDC Coordinator Professional Development marshal.hurst@arkansas.gov (501) 366-4342

2. Origins Beginning in 2009 the Gates Foundation supported a grant to develop a national literacy strategy that would transform the CCSS into practice. The result is the Literacy Design Collaborative.

3. Goals of LDC • To engage students in reading, comprehending, analyzing, interpreting, and responding to complex texts • To align assignments to the CCSS and to promote collaboration • To help teachers personalize learning so that every student can master the CCSS • To ensure that all students can be college and career ready • The reading and writing skills embedded in LDC are key elements of Post-Secondary and Workforce Readiness skills

4. An LDC Classroom Students engaging in learning Students focusing on the LDC task Students working together Students reading to learn content Students persisting to complete tasks

6. LDC Tools • A bank of reading/writing tasks • The module template • Tasks • Skills • Instruction • Results • Scoring rubrics • Local and national collaboration • Access to a community of educators with LDC modules aligned to course content and to CCSS

8. Three types of tasks Argumentation Informational/Explanatory Narrative

9. Nine modes of writing Analysis Comparison Evaluation Problem/Solution Cause/Effect Description Sequential Procedural/Sequential Synthesis

10. ELALDC Task vs. Traditional Writing Prompt

12. LDC Skills Clusters • Preparing for the Task • Reading Process • Bridging • Writing Process

13. Defining the Skills • Each skill required is defined. • There are multiple skills in each cluster. • Clusters 1-4 are completed in order. • The Content is embedded throughout the skill clusters.

15. Instructional LadderHow will students be taught to succeed on the teaching task? • Teachers establish the instructional plan – and instructional ladder – to teach students the skills necessary to succeed on the task • Students are taught each skill through a “mini-task” • Mini-tasks connect across the 2-4 weeks to lead students to completing the task

16. The Ladder Product If you were climbing a ladder, you wouldn’t want to miss a rung. This is also true in teaching students how to create a final product

18. What Results? • Rubric • Student Work Samples • Classroom Assessment Task

19. What is MDC? A group of curriculum designers, assessment developers, professional learning specialists, and district and school networks. The Bill and Melinda Gates Foundation has funded MDC to develop high-quality instructional tools and professional support services to realize its ambitious goal of having 80% of low-income and minority students ready for college by 2025.

20. The BIG IDEA of Formative Assessment Students and teachers Using evidence of learning To adapt teaching and learning To meet immediate learning needs Minute-to-minute and day-by-day

21. The 5 Strategies of Assessment of Learning Formative Assessment Clarifying and sharing learning intentions and criteria for success Engineering effective discussions, questions and learning tasks that elicit evidence of learning. Providing feedback that moves learners forward. Activating students as the owners of their own learning. Activating students as instructional resources for one another.

22. The 5 Strategies of Assessment of Learning These five key ingredients are designed to ensure that students are engaged in a productive struggle with mathematics rather than on the receiving end of a lecture

23. Classroom Challenge Activity • Pre-Lesson Assessment • Write feedback questions based on student work • Collaborative activity based on skills and concepts • Whole Class discussion. • Student take post-lesson assessment and answer teacher-developed feedback questions. • Two to three days to implement

24. Classroom Challenge Activity • Not for grading purposes!! • Intent is for FORMATIVE ASSESSMENT

25. Classroom Challenge Activity • Looking for the OMG’s • Obstacles • Misconceptions • Gaps in Learning

26. Classroom Challenge Activity • Questioning Techniques • We do not want to GPS the students. • Do not take the thinking away from the students

27. Web Resources http://ldc.org http://map.mathshell.org www.mygroupgenius.org/mathematics http://educore.ascd.org/

28. Connections • CCSS • All students will graduate from high school college and career ready. • PARCC • Evidence-Based Selected Response • Technology-Enhanced Constructed Response • Range of Prose Constructed Responses • ESEA Flexibility Plan • As our students demonstrate their increasing achievement, our schools will continue to move out of school improvement.

29. LDC/MDC and Effective Teaching • Planning and Preparation 1a Demonstrating Knowledge of Content and Pedagogy - CCSS and Content Standards - 8 Mathematical Practices - LDC - Template and Teaching Task (What Task) - MDC – Formative Assessment Lessons 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1e Demonstrating Coherent Instruction - What Skills - What Instruction 1f Designing Student Assessments - What Skills - What Results – end product and daily mini tasks 1f Demonstrating Knowledge of Resources and Technology - Reading Process – Text and Multimedia

30. LDC/MDC and Effective Teaching • The Classroom Environment • 2a Creating an Environment of Respect and Rapport • 2b Establishing a Culture for Learning - Student Engagement - Discourse in Partners and Class Discussions • 2c Managing Classroom Procedures • 2d Managing Student Behavior - Student Engagement - Lesson Design (Gradual Release of Responsibility) - Transparency (leading with a task, daily mini-tasks) - Empowering Students

31. LDC/MDC and Effective Teaching • Instruction • 3a Communicating with Students - Clearly Stated Objectives, Daily Prompts, Products and Rubrics • 3b Using Questioning and Discussion Techniques - Close Reading, High Level Thinking and Discussions - Getting Reading for the Task - Transitioning to the Writing Process - Whole Class Discussion • 3c Engaging Students in Learning - Cognitive Demand of Teaching Task - High Level Reading, Writing, Speaking and Listening - FAL Activity • 3d Using Assessment in Instruction • Pre- and Post-Assessment • 3e Demonstrating Flexibility and Responsiveness - What Results – end product and daily mini tasks

32. LDC/MDC and Effective Teaching • Professional Responsibilities • 4a Reflecting on Teaching • 4b Maintaining Accurate Records - Scoring Daily Mini-Task Products - Scoring Completed Teaching Task • 4d Participating in a Professional Community • 4e Growing and Developing Professionally - Collaborative Planning - Collaborative Scoring - Collegial Conversations