LDC_Coach`s_Role

Report
THE LITERACY DESIGN
COLLABORATIVE
The Coach’s Role
Barbara Smith, Staff Development and Training Specialist
Kelly Galbraith, Literacy Consultant
Lancaster-Lebanon Intermediate Unit 13
1
SESSION GOALS
 Gain an introduction to the Literacy
Design Collaborative (LDC) framework.
 Explore the relationship between LDC
and the PIIC model.
 Discuss ways that coaches can support
secondary content-area teachers with
LDC implementation.
2
ESSENTIAL QUESTION
What role can coaches play in
implementing the Literacy Design
Collaborative?
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PLEASE DO NOW
1) Find your yellow “LDC: Please Do Now” handout in
your packet.
2) Read the statements from the Common Core State
Standards.
3) Write a response to the following question.
What must happen in secondary content -area
classrooms in order to achieve this?
4) Please write a minimum of 5 lines.
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TURN AND TALK
With regard to producing college and career ready
students in reading, writing, speaking, listening, and
language…
 Consider where are we now.
 How do we achieve this?
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T YPICAL MISALIGNMENT
2.
Assessment
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WHY LITERARY DESIGN COLLABORATIVE?
1.
Standards
2.
Assessment
3.
Instruction
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THE LITERARY DESIGN COLLABORATIVE
APPROACH (LDC)
Common Core
Standards
Tasks
Formative &
Summative
Assessments
Aligned,
Distributed
Instruction
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THE LDC FRAMEWORK
Courses
Courses
•New courses
•Existing courses
Modules
•Task
•Skills
•Instruction
•Results
Tasks
•Prompt
•Rubric
•Scoring exemplars
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CAREER/TECHNICAL TASK
LDC TA SK
After researching selected
sources on green
technological advances in
the automotive industry,
write a analysis report that
relates how these changes
have affected the
environment. Support your
discussion with evidence
from your research.
Informational
VS.
T RA DITI ONAL
W RI TI NG P ROM P T
Write a report on
how automotive
technology has
changed.
Traditional Writing Prompt
LDC Writing Task
Career and Technology Example
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THE MAIN IDEA
A systematic framework for developing reading,
writing, and thinking skills within each
discipline, with:
 Science work focused on skills students need
to succeed in science
 History work focused on skills students need
in history
 Work in many other classes focused on skills
essential to those subjects
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STUDENT ASSIGNMENTS
Engaging and demanding learning through:
Teaching tasks with prompts and scoring rubrics
Instructional modules, supporting the tasks with
plans for needed skills, effective instructions,
and sample student work
Courses that use modules as a substantial part
of their curriculum, building reading, writing, and
thinking skills that fit and support each discipline
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WHY TASKS?
“What determines what students know and are
able to do is not what the curriculum says they
are supposed to do, or even what the teacher
thinks he or she is asking students to do. What
predicts performance is what students are
actually doing.”
City, Elmore, Fiarman and Teitel,
Instructional Rounds in Education
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TEACHER TOOLS
Tools to implement that approach:
Templates educators can fill in to create the
tasks and teaching plans
Models educators can consider and revise
Sample work from other teachers and their
students to use as models for new designs
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LDC TEMPLATE TASKS
All LDC tasks require students to:
1. Read, analyze, and comprehend texts as specified by
the Common Core
2. Write products (as specified by the Common Core)
focusing on argumentative, informational/explanatory,
and narrative
3. Apply Common Core literacy standards to content
(ELA, social studies, and/or science)
Tasks are designed to ensure that students receive literacy and
content instruction in rigorous academic reading and writing
tasks that prepare them for success in college by the end of
their high school career.
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LET’S TAKE A CLOSER LOOK
Task 2 Template (Argumentative/Analysis L1, L2, L3):
[Insert question] After reading _____ (literature or informational
texts), write an _________(essay or substitute) that addresses
the question and support your position with evidence from the
text(s). L2 Be sure to acknowledge competing views. L3 Give
examples from past or current events or issues to illustrate and
clarify your position.
LDC Guide for Teachers, Appendix C
Appropriate for: Social studies, science
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WHAT SKILLS?
Sample Task 2 SS Argumentative/Analysis L1/L2 :
What combination of market and command
systems do you believe create an ideal mixed
economy? After reading informational and opinion
texts, write an essay that addresses the question
and support your position with evidence from the
texts. Be sure to acknowledge competing views.
Discuss with your partner:
 What skills would a student need to have in order
to be able to complete this task?
 What instruction may content-area teachers need
to provide?
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TABLE TALK
 What student skills did you
identify?
 What are some anticipated
challenges for students?
 What instruction is necessary?
 What are some anticipated
challenges for teachers?
 What can coaches do to
support teachers in this
process?
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WHAT SKILLS?
The LDC design team offers a sample list of
skills that teachers can consider and then:
 Use without changes
 Use with changes
 Replace with another list based on their
judgment about their task and their students
See “Anatomy of an LDC Module”
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WHAT INSTRUCTION?
Each mini-task is backed up by instructional strategies.
 Work with a partner and refer to the “2. What skills?”
page of your “Anatomy of an LDC Module” folded
handout.
 Choose one of the skills (e.g., Bridging Conversation)
 Brainstorm instructional strategies you might suggest to
a teacher who is teaching the skills embedded in the
mini-task.
 Be prepared to share at your table.
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WHAT RESULTS?
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A COMPLETE EXAMPLE
LDC: Module
Completion
WHERE CAN WE GO?
COURSES
Reading and writing to develop student success in multiple
subjects over multiple years. Think about a semester like…
this:
Grade 9
Unit 1
Unit 2
Unit 3
Unit 4
English
Task 2
U.S. History
Task 11
Task 2
Task 11
Task 2
Task 17
Math
Science
PE/Health
World
Language
Elective
Task 17
Task 1
Task 12
Elective
Now think of replacing grades 6-12 with 14 semesters like that!
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WHAT UNDERGIRDS THE LDC STRATEGY?
Align with College and Career Readiness Anchor Standards of Common Core State
Standards
Connect reading and writing instruction
Make tasks central
Distribute responsibility for teaching, reading and writing
Use back-mapping
Foster a responsive system
Encourage local choice
Strive to be teacher-friendly
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PIIC AND LDC
One-on-one and small group support
Collecting and analyzing data
Evidence-based literacy practices
Reflective and non-evaluative practice
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ONE COACH’S EXPERIENCE:
MONICA CRESSMAN
As you view this
video clip, jot down
what Monica did
during each part of
the BDA coaching
cycle as she assisted
teachers in
implementing LDC
modules.
After
Before
During
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3-2-1 SUMMARY
What role can coaches play in
implementing the Literacy Design
Collaborative?
3:
New things you learned about supporting teachers with LDC
implementation
2:
Ways LDC works within the PIIC 4 quadrants
1:
Next step to learn more about LDC.
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FOR MORE INFORMATION ABOUT LDC
• Contact your local Intermediate Unit.
• For examples of tasks and student work from PA classrooms, go to
www.pdesas.org. Search “LDC.”
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THANK YOU!
Barbara A. Smith, [email protected]
Kelly Galbraith, [email protected]
Lancaster-Lebanon Intermediate Unit 13
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