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Getting your Module Started in your Classroom
Check on Tech
Audio Wizard
Elluminate toolso Hand raiseo Microphoneo Smiley faceo Checkmarko Chat box
IU 13 LDC Webinar 2
Virtual Meeting Norms
Please…
contribute to the conversation by using the chat window during the presentation.
raise your hand to indicate that you’d like to use the microphone when it is time for questions.
release the microphone when you are finished.
use the door to indicate that you are away from your computer if you need to step out.
IU 13 LDC Webinar 3
Goals for This Afternoon…
Review instructional considerations for teachers implementing LDC for the first time.
Introduce tips, including the use of a writer’s notebook as a guided way to lead students through the module to successful completion of the task.
IU 13 LDC Webinar 4
Getting Started…
Check your task one more time- is it good to go? How much support will students need to
successfully complete the task? How will students receive feedback at various
stages of the process? How will students demonstrate that they clearly
understand what the task is asking them to do prior to writing?
How will reading be scaffolded for my students? What note-taking method will students use, and
does that method align with the writing task? How will students make the transition from the
reading to the writing? IU 13 LDC Webinar 5
Instructional Considerations
Check your task one more time- is it good to go? Challenging but manageable for your first attempt?
Task 23 Template (Informational or Explanatory/Comparison L1, L2, L3): What adaptations do crocodiles have that have allowed them to survive for so long? After reading a variety of informational texts, write an essay that compares ancient and modern crocodiles. L2 In your discussion, address the credibility and origin of sources in view of your research topic. L3 Identify any gaps or unanswered questions.http://www.pdesas.org/module/content/resources/20205/view.ashx
Task 11B (Informational or Explanatory/Definition L1, L2): After researching the provided resources on organ transplantation, write an essay that defines organ transplantation, explains reasons for requiring a transplantation, and explores medical issues involved with this process. Support the discussion with evidence from the research. L2 What implications can you draw?http://www.pdesas.org/module/content/resources/20259/view.ashx
IU 13 LDC Webinar 6
Instructional Considerations How much support will students need to successfully
complete the task? Review the skills list with your students in mind.o What parts of the process can be completed
independently (during or outside of class)?o What parts of the process represent new learning or
substantial challenge and warrant direct instruction or guided practice during class?
o Do students have the resources they need? How might you structure the process?
o Can you enlist the support or collaborate with other teachers who also work with your students?
Examples— “Flip” aspects of instruction, Project Planning tools, Writer’s Notebooks
IU 13 LDC Webinar 7
Flip It! You could flip class time and homework- this can help you
accomplish more in less time and provide extra support. Gathering Evidence/Citing Sources
http://learnzillion.com/lessons/1469-gather-evidence-and-cite- sources
Historyhttps://flippedlearning.eduvision.tv/ajax/../Default.aspx?q=N1VVbOR2eYOoKzuYuAktvA%253d%253d#.UHXetv1ytDM.email
Chemistryhttps://flippedlearning.eduvision.tv/ajax/../Default.aspx?q=X3Y5NcZVhaBe9qL3mhcmkQ%253d%253d#.UHXhU4oMTXs.email
Tip: Most teachers who assign video tutorials/ screencasts require that students take notes and bring them to class for discussion. See webinar workspace for examplesFor more on flipping: http://flippedlearning1.wordpress.com/
IU 13 LDC Webinar 8
Project Planning
Help students pace their work. Provide clear check points.
Civil WarMuseum GuideModule—Kady Blass
IU 13 LDC Webinar 9
British Industrial Revolution
www.literacydesigncollaborative.org
IU 13 LDC Webinar 10
The Writer’s Notebook
Background Information kid-friendly version from task sheet
Teaching Task Quick Write (see Cryobiology module)
In a quick write, write your first reaction to the task prompt listed above. What do you think the task is asking you to do?
What materials do you need?
Note-taker (see Zoos module)
Student Model of Argumentative Writing Transition from Reading to Writing
Outline (see O’ Captain module)
Editing Checklist (see O’ Captain module)
Guidelines for Citing Evidence (see Why Cite? Webinar resources)
both parenthetical citations and works cited or bibliography
Example: Economic Systems
IU 13 LDC Webinar 11
Feedback
How will students receive feedback at various stages of the process? o Annotated textso Notes checkso Exit slipso Collect the first paragraph of writingo Peer or Teacher Conferenceso “Redo” policy?o Tech tools
11/29/12 – Implementing Your LDC Module: Writing- Providing Feedback
IU 13 LDC Webinar 12
Make the Task Visible
How will students demonstrate that they clearly understand what the task is asking them to do prior to writing?o Post the task in your classroom at the beginning of
the unit of study.o Provide the task on a handout or note-taking guide
for students.o Collaboratively read the task and highlight key
words or phrases.o Ask students to brainstorm and list what they need
to do be successful on this task/assignment.o Revisit the list as you progress through the
implementation of the task.IU 13 LDC Webinar 13
Help Students “See” What Success Looks Like
Make sure students know how they will be assessed.
Share the rubric by using a student paper and “marking up” what the student did that “met expectations.” Color code or use language of rubric.
Help students translate the rubric in their own words.
IU 13 LDC Webinar 14
Focus Answer all parts of taskClear topic whole way through-no bird walkingPosition clear and convincing
Reading Research
Instructional Considerations How will reading be scaffolded for my
students?o Read together? Read in groups? Read independently?o Read for homework to prepare for class
activity/discussion: Jigsaw Text rendering (see webinar resources) Pinwheel Discussionshttps
://www.teachingchannel.org/videos/high-school-literature-lesson-plan
Mingleo Create a student reader/guide
Over Here: America's Home Front During World War I Module (Price & Schmid)---Module Creator
1/17/13 – Implementing Your LDC Module: Helping Students Read and Analyze Complex Text IU 13 LDC Webinar 15
Instructional Considerations
What note-taking method will students use, and does that method align with the writing task?o Organize both side of the argumento Collect and organize relevant infoo Aid in citing sources and avoiding plagarism
(See webinar resources)
IU 13 LDC Webinar 16
Organize the Writing Process
Consider providing a two column note-taking guide or table to make it easier for students to “see” both sides of the argument.
Make sure students have a way to keep track of where they got their information on their notes.
IU 13 LDC Webinar 17
Instructional Considerations
How will students make the transition from the reading to the writing? o Opportunities to talk and share ideas
Socratic Seminar Value Line 4 Corners or Philosophical Chairs
https://www.teachingchannel.org/videos/reading-like-a-historian-taking-positions?fd=1
o Use of notes, outlines and organizers
1/31/13 – Paideia/Socratic Seminar and LDC 2/21/13 – Engagement Techniques and LDC IU 13 LDC Webinar 18
Upcoming Webinars
October 10/25/12 – Implementing Your LDC Module:
Writing Tips and Techniques November 11/8/12 – Implementing Your LDC Module:
Helping Students Organize an Argumentative Essay
Can’t wait?http://elluminate.iu13.org/play_recording.html?recordingId=
1261169150729_1349375607031
11/29/12 – Implementing Your LDC Module: Writing- Providing Feedback
IU 13 LDC Webinar 19
IU 13 LDC Webinar 20
Contact Us!Barbara Smith- LDC Site LeadEmail: [email protected] Phone: (717) 606-1374Cell Phone: (717) 644-1144Skype: barbaraa_smith_iuTwitter: @BarbSmith2 Kelly Galbraith- LDC ConsultantEmail: [email protected] Phone: (717) 606-1667Cell Phone: (717) 419-4069Skype: kelly.galbraith.iuTwitter: @galbraith_kelly Marisa Stoner-LDC Program AssistantEmail: [email protected] Phone: (717) 606-1939
Tweet: @LDCIU13