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Literacy Design Collaborative:Building Agency for Teachers and
Students GaDOE ELA Summer Institute
Kennesaw State University
June 4, 2014
Kelley York, Metro RESA
Mary Lynn Huie, LDC
Session 1The Teaching Task Drives Everything
What is LDC?
LDC has evolved from:
• An Idea: Rely on the “Wisdom of Teacher Practice”• Basic tools: 29 Template Tasks and Frameworks for
Instruction
Today LDC is a professional learning process and system composed of teacher-created tools and resources that guide the teacher through thinking about and developing instructional design and delivery to manifest the common core instructional shifts in myriad ways.
What LDC is not: LDC is not a narrow curriculum solution.
Framework Overview: LDC Module Structure
Section 1: Task• Student Performance
Task• Standards• Core Subject Content• Texts • Student Scoring Rubric• Extensions
Section 2: Skills• What sequence of
skills will enable the student to complete the task?
Section 3: Instruc-tional Ladder: Mini-Tasks• What mini-literacy
tasks will build and manifest student mastery of the skill or sub-skill?
Section 4: Results• What student Product
would demonstrate student mastery of the perf. teaching task?
• Teachers reflect on successes and challenges. Incorporate reflections into module and instructional revisions/ planning
What Does LDC Look Like in a Classroom? As you watch the video, prepare to answer these
questions: Where do you see evidence of good teaching? Where do you see evidence of significant student learning?
Literacy Matters video http://www.youtube.com/watch?v=O5EnOVjRPGI
Framework Overview: LDC Teaching Task
Teachers fill in the template to create a teaching task—a major student assignment to be completed over two weeks.
The content can be science, history, language arts, or another subject.
How It Works
TASK TEMPLATE 21 — INFORMATIONAL & ANALYSIS
(Insert Question) After reading content, write essay or substitute that addresses the question and analyzes content, providing examples to clarify your analysis. What conclusion or implications can you draw? A bibliography is/is not required.
A High School ELA Task
TASK TEMPLATE 21 — INFORMATIONAL & ANALYSIS
How do characters in Macbeth use deception to further their goals, and what lessons do these characters teach us about the uses of deception? After reading William Shakespeare's Macbeth and other informational articles on deception, write an essay that addresses the question and analyzes how deception affects both people and society, providing examples to clarify your analysis. What conclusion or implications can you draw? A bibliography is required.
Evaluating Teaching Tasks
Examine the ELA Teaching Tasks on the handout.
Select three you think are good tasks; what makes each good?
With a partner, list four criteria for a good Teaching Task.
Filling in a TT Template
What content?What reading materials? (Memoirs,
informational articles, fiction, etc.)What product? (Essay, editorial, letter,
speech, lab report, etc.)What cognitive process? (Cause/effect,
Problem/Solution, Analysis, etc.)
Writing a Teaching Task
Using Template Task 2, write a Teaching Task that would be appropriate for one of the courses you teach.
Template Task 1: Argumentation/Analysis
After researching ______ (informational texts) on ________ (content), write a _______ (written product) that argues your position on _________ (content). Support your position with evidence from your research.
Session 2The LDC Framework for Instruction
Framework Overview: LDC Instructional Ladder
The standard instructional ladder construct:
• Identify skills and sub-skills necessary to complete the teaching task
• Create and explicitly teach individual “mini-student performance tasks” that would enable students to develop/master the skill and/or sub-skills necessary to perform the teaching task
• Score and reflect upon whether students’ mini-task performance reveals student development/mastery of sub-skill
Framework Overview: LDC Mini-tasksMini-tasks always include the following components:
• A scorable product that students will develop or produce
• A prompt that gives students clear direction on what they are to produce
• A scoring guide that sets criteria for what kind of work indicates that students have developed the needed skill—scoring guides enable formative assessment
• The instructional strategies that the teacher will use to help students complete the mini-task
Teachers also define the mini-task’s pacing and provide resources to support the mini-task (student handouts; sample student work; teacher resources; etc.)
What is in a Complete Module?
A rigorous Teaching Task Supporting Texts that are tightly aligned with the
demands of the Teaching Task Sequenced mini-tasks designed to explicitly teach skills
necessary to complete the Teaching Task Supporting materials to support mini-tasks Formative assessments to check student progress Rubrics for evaluating student work
Quick-Write (10 minutes)
How are friends important in your life? What do friendships do for you?
Task Analysis
Read the Teaching Task and highlight important parts.
List important features of a good response to this task.
What information do you need from each text?
Session 3The Reading Process
Active Reading and Note-Taking
Label the boxes at the top of the Note-Taking Guide: Aristotle, Todd May.
Read the first two paragraphs of the first text and identify Aristotle’s definitions of friendship.
Read the rest of the article, noting important ideas about friendship.
Group Discussion and Synthesis
With your team, discuss one type of friendship described in the article and create a definition that includes at least one example to clarify your definition.
Active Reading and Note-Taking
As you read the excerpt from John Steinbeck’s Of Mice and Men, annolight parts of the text that help you understand the relationship between George and Lennie. After reading, write a response to the text in which you describe the friendship between George and Lennie and determine which definition (from Aristotle or May) best fits this friendship. Include evidence from both texts to support your discussion.
Session 4Designing a Mini-Module
What is in a Full Module
What’s in a Mini-Module?
A LDC Teaching TaskThe basic framework for instruction (3-4
clusters)1-2 texts3-4 mini-tasks that target a few skillsEvidence-based reading and writing
Designing Your Own
Open the New York Times Learning Network at http://learning.blogs.nytimes.com/
Select a content area and browse. Select an idea, read the informational texts, and write
a Teaching Task. Adapt or create a Note-Taking Guide. Write 3-5 complete mini-tasks that fit into LDC skills
clusters.
Sharing Out
• Leave your mini-module with a pad of sticky notes
• Move around the room and read as many modules as possible (Teaching Task and Instruction)
• Leave notes and suggestions for improvement!
What is missing in the mini-module? Sustained study of a topic Significant chunks of reading/writing
instruction Formative assessment of diverse skills Time for reflection on and synthesis of
complex ideas Learning content through reading
What Happens in the Four-Day Training? Developing two complete modules (each for 2-4 weeks of
instruction); Analyzing, evaluating, and designing rigorous and relevant
Teaching Tasks that connect evidence-based reading to evidence-based writing;
Analyzing and selecting texts to align with Task; Identifying content-literacy skills necessary for completing a task; Designing instruction that develops necessary skills for
completing the task; Analyzing rubrics for how skills are evaluated; scoring student
work and using results to evaluate previous instruction and to plan and design subsequent instruction.
Other Resources
LDC website: www.ldc.org Georgia Department of Education LDC site: https://
www.georgiastandards.org/Common-Core/Pages/LDC.aspx
Module Creator CoreTools
