Getting your Module Started in your Classroom. Check on Tech. Audio Wizard Elluminate tools Hand raise Microphone Smiley face Checkmark Chat box. Virtual Meeting Norms. Please contribute to the conversation by using the chat window during the presentation. - PowerPoint PPT Presentation
Supporting Writing Instruction
Getting your Module Started in your Classroom
Check on TechAudio Wizard
Elluminate toolsHand raiseMicrophoneSmiley faceCheckmarkChat box
IU 13 LDC Webinar2Virtual Meeting NormsPlease
contribute to the conversation by using the chat window during the presentation.
raise your hand to indicate that youd 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 Webinar3Would anyone from the group like to add any additional norms?3Goals for This AfternoonReview instructional considerations for teachers implementing LDC for the first time.
Introduce tips, including the use of a writers notebook as a guided way to lead students through the module to successful completion of the task.
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Getting StartedCheck 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 Webinar5Instructional ConsiderationsCheck 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 Webinar6Instructional ConsiderationsHow much support will students need to successfully complete the task? Review the skills list with your students in mind.What parts of the process can be completed independently (during or outside of class)? What parts of the process represent new learning or substantial challenge and warrant direct instruction or guided practice during class?Do students have the resources they need? How might you structure the process?Can you enlist the support or collaborate with other teachers who also work with your students?Examples Flip aspects of instruction, Project Planning tools, Writers Notebooks
IU 13 LDC Webinar7Flip It!You could flip class time and homework- this can help you accomplish more in less time and provide extra support. Gathering Evidence/Citing Sourceshttp://learnzillion.com/lessons/1469-gather-evidence-and-cite-sources
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 Webinar8Project PlanningHelp students pace their work. Provide clear check points.
Civil WarMuseum GuideModuleKady Blass
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British Industrial Revolutionwww.literacydesigncollaborative.org
IU 13 LDC Webinar10The Writers NotebookBackground Information kid-friendly version from task sheetTeaching 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 WritingTransition from Reading to WritingOutline (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 bibliographyExample: Economic Systems
IU 13 LDC Webinar11These are some of the pieces that can be included in a Writers Notebook. Show Hollys quickwrite.11FeedbackHow will students receive feedback at various stages of the process?Annotated textsNotes checksExit slipsCollect the first paragraph of writingPeer or Teacher ConferencesRedo policy?Tech tools
11/29/12 Implementing Your LDC Module: Writing- Providing Feedback
IU 13 LDC Webinar12Make the Task VisibleHow will students demonstrate that they clearly understand what the task is asking them to do prior to writing?Post the task in your classroom at the beginning of the unit of study.Provide the task on a handout or note-taking guide for students.Collaboratively read the task and highlight key words or phrases.Ask students to brainstorm and list what they need to do be successful on this task/assignment.Revisit the list as you progress through the implementation of the task.IU 13 LDC Webinar13Help Students See What Success Looks LikeMake 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 Webinar14FocusAnswer all parts of taskClear topic whole way through-no bird walkingPosition clear and convincing
Reading ResearchInstructional ConsiderationsHow will reading be scaffolded for my students?Read together? Read in groups? Read independently?Read for homework to prepare for class activity/discussion:JigsawText rendering (see webinar resources)Pinwheel Discussionshttps://www.teachingchannel.org/videos/high-school-literature-lesson-planMingleCreate a student reader/guideOver Here: America's Home Front During World War I Module (Price & Schmid)---Module Creator1/17/13 Implementing Your LDC Module: Helping Students Read and Analyze Complex Text
IU 13 LDC Webinar1515Instructional ConsiderationsWhat note-taking method will students use, and does that method align with the writing task?Organize both side of the argumentCollect and organize relevant infoAid in citing sources and avoiding plagarism
(See webinar resources)IU 13 LDC Webinar16
Organize the Writing ProcessConsider 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 Webinar17This will help them to address counter-arguments if they are doing the L2.17Instructional ConsiderationsHow will students make the transition from the reading to the writing? Opportunities to talk and share ideasSocratic SeminarValue Line4 Corners or Philosophical Chairshttps://www.teachingchannel.org/videos/reading-like-a-historian-taking-positions?fd=1Use of notes, outlines and organizers
1/31/13 Paideia/Socratic Seminar and LDC 2/21/13 Engagement Techniques and LDC
IU 13 LDC Webinar18Upcoming WebinarsOctober10/25/12 Implementing Your LDC Module: Writing Tips and Techniques November11/8/12 Implementing Your LDC Module: Helping Students Organize an Argumentative Essay Cant wait?http://elluminate.iu13.org/play_recording.html?recordingId=1261169150729_134937560703111/29/12 Implementing Your LDC Module: Writing- Providing Feedback IU 13 LDC Webinar19
Contact Us!Barbara Smith- LDC Site LeadEmail: email@example.com Phone: (717) 606-1374Cell Phone: (717) 644-1144Skype: barbaraa_smith_iuTwitter: @BarbSmith2Kelly Galbraith- LDC ConsultantEmail: firstname.lastname@example.org Phone: (717) 606-1667Cell Phone: (717) 419-4069Skype: kelly.galbraith.iuTwitter: @galbraith_kellyMarisa Stoner-LDC Program AssistantEmail: email@example.com Phone: (717) 606-1939
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