A framework to move from common core to classroom practice

A framework to move from common core to
classroom practice

1

Louisiana Leadership – Session 2
October 23, 2014


Overview of the Sessions

2


Outcomes
• Analyze current LDC implementation data and
plan next steps for supporting teachers
• Develop a deeper understanding of effective
practices when writing LDC modules
• Gain a deeper understanding of the role of text
complexity
• Calibrate expectations when scoring and analyzing
student work

3


Norms
• What working agreements will help make today
be successful for you?

4


Opportunities/Expectations

5


Periodic Scheduled Check-Ins
Site-Based Data
• Mode of Communication
• Status of Implementation
• Comments from Teachers
• Structures for Supporting LDC Implementation
6


Jurying Modules
How are modules deemed ‘exemplar’?
How can we support this process?
7


8


Overview of the LDC Framework

9

Jurying a Module
-Section 1: What Task

10

Comparing Economic Systems


Good to Go: Task Clarity and Coherence
• Template task uses a writing mode that matches the
intended purpose of the prompt.
• Task purpose is focused.
• Prompt wording is clear.
• Prompt wording is unbiased, leaving room for diverse
responses.
• Prompt wording, content, texts, and student product
are aligned to task purpose (a “good fit”).
• Task is text dependent, requiring students to go beyond
prior knowledge to use evidence from the texts in their
responses.
• Background statement frames task for students.

11


12


What Revisions?

Comparing Economic Systems
-Section 1: What Task
- Overview (page 1)


Module Revisions
New Overview lists state specific social studies
standards, what students have learned before this
module, class demographics, and existing
instructional routines. This provides better context
for an outside teacher who may be considering
using this module.

14


What Revisions?
Comparing Economic Systems
Section 1: What Task
-Teaching Task
Directions:
1.Identify the revisions
2.Determine if the module
rating would change


Task Revisions
Task 2: [Insert optional question] After reading ________
(literature or informational texts), write a/an ________
(essay or substitute) in which you address the question

and argue_______(content) Support your position with
evidence from the text(s). (Argumentation/Analysis)
Task 4: [Insert optional question] After reading ________
(literature or informational texts), write a/an ________
(essay or substitute) in which you compare ________
(content) and argue ________ (content). Support your
position with evidence from the texts.
(Argumentation/Comparison)
1. Identify the revisions 2. Determine if the module rating would change

16

“After Reading”
Argumentation Template Tasks


Module Revisions
The module author’s changed :
• Task 2: argumentative – analysis to Task 4:
argumentative – comparison
• Provided more specific about texts
• Made the writing product more authentic

17


Overview of the LDC Framework

18

Jurying a Module
Comparing Economic Systems
- Old: page 5
- New: pages 8-9

Directions:
1.Identify the revisions
2.Determine if the module rating would change

19

-Section 2: What Skills?


Overview of the LDC Framework

20


Jurying a Module
Comparing Economic Systems
- Old: pages 6-11
- New: page 8-21

Directions:
1.Identify the revisions
2.Determine if the module rating would
change

21

-Section 3: What Instruction?


Overview of the LDC Framework

22


Jurying a Module

23

Revised Module: Comparing
Economic Systems
•Identifying Changes
•Top 3 Most Effective Changes


Top 3 Changes

24


Teacher Self Assessment Tool

25