Transcript
Page 1: Getting your Module Started in your Classroom

Getting your Module Started in your Classroom

Page 2: Getting your Module Started in your Classroom

Check on Tech Audio Wizard Elluminate tools

o Hand raiseo Microphoneo Smiley faceo Checkmarko Chat box

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Page 3: Getting your Module Started in your Classroom

Virtual Meeting NormsPlease…

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.

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Page 4: Getting your Module Started in your Classroom

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.

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Page 5: Getting your Module Started in your Classroom

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

Page 6: Getting your Module Started in your Classroom

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

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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

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Page 8: Getting your Module Started in your Classroom

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

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Project Planning Help students pace their

work. Provide clear check points.

Civil WarMuseum GuideModule—Kady Blass

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Page 10: Getting your Module Started in your Classroom

British Industrial Revolution

www.literacydesigncollaborative.org

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Page 11: Getting your Module Started in your Classroom

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 bibliographyExample: Economic Systems

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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

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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

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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.

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Focus Answer all parts of taskClear topic whole way through-no bird walkingPosition clear and convincing

Reading Research

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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 Mingle

o 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

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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)

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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.

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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 Chairshttps://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

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Upcoming WebinarsOctober 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

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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


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