LDC Webinar Powerpoint - High Schools that Work, HSTW Ohio

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Completing and Teaching Your

Module

Welcome!

Special request: Please mute your phone except when you want to speak. If you do not have a mute button on your phone, please use *1 to mute for this call.

Dan Stacy h

Who’s here? Who isn’t?

I’m Susan Weston, using Dan Stacy’s webinar account

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Asking Questions

You can send instant messages to all of us at any point in the webinar.

At the bottom left, you probably see a turquoise button that will pop up if you click on it. If you don’t see that, look higher up on the left, to your participant tools. There, the little dialogue bubble is one of the buttons, and it will open up the discussion space below.

Please sent questions as you think of them, and I’ll respond as soon as I get through the current slide.

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The Teaching Task

It looks like you have all decided on questions, content, and writing choices.

Are your texts (or your plans for students to research and choose texts) in place?

Do you have other questions on the teaching tasks?

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The Work to Finish (Agenda for Today)

1.

Define skills students need to complete the teaching task and succeed in later work.

1.

Put skills in order that makes sense for teaching.

2.

Create mini-task instruction for each skill: product, scoring guide, instructional strategies, and pacing

1.

Use the right spaces to show your mini-tasks

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1. Define Skills

Here, the idea is to identify the lasting abilities you are trying to help students develop and keep long-term.

One test: is your definition a single phrase beginning with

“ability to…”?

Another test: does your definition make sense if you add

“alone in a dorm room four years from now.”

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1. Define Skills

Which ones best state lasting abilities (that a student can use alone in a dorm room four years later)?

1.

Ability to summarize the main points of a text.

2.

Identify the main points of Elizabeth Warren’s article on mortgage rates.

3.

Ability to include evidence supporting claim.

4.

Complete the APPARTS organizer and submit it by end of class.

5.

Ability to read the three short stories. Take notes. Select most important passage.

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2. Put skills in an order that makes sense for teaching

When could each order make sense?

Active Reading

Essential Vocabulary

Note Taking

Essential Vocabulary

Active Reading

Note Taking

Note Taking

Essential Vocabulary

Active Reading

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2. Put skills in an order that makes sense for teaching

To move skills, go to the skills tab, mouse over the skill you want to move, and see the three buttons appear beside it. Then use the button with the arrows to pull skills up and down into the order you want.

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3. Create mini-task instruction for each skill

Instruction

What you do to build the skills

What students do to build the skills

What you look for in their work to see if skills develop

How much time it takes

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3. Create mini-task instruction for each skill

LDC shows it as: Instruction

What you do to build the skills

What students do to build the skills

The LDC product and prompt make sure students actively practice and apply the skill

What you look for in their work to see if skills develop

How much time it takes

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3. Create mini-task instruction for each skill

LDC shows it as: Instruction

What you do to build the skills

What students do to build the skills

What you look for in their work to see if skills develop

The LDC product and prompt make sure students actively practice and apply the skill

The scoring guide gives a quick description of student product that meets expectations

How much time it takes

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3. Create mini-task instruction for each skill

LDC shows it as: Instruction

What you do to build the skills

What students do to build the skills

What you look for in their work to see if skills develop

The LDC product and prompt make sure students actively practice and apply the skill

The scoring guide gives a quick description of student product that meets expectations

How much time it takes Pacing can be minutes, periods, or days, with minutes most helpful to other teachers

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3. Create mini-task instruction for each skill

Instruction LDC shows it as:

What you do to build the skills

What students do to build the skills

What you look for in their work to see if skills develop

Instructional strategies are what you do and say before, during, after students work on product

The LDC product and prompt make sure students actively practice and apply the skill

The scoring guide gives a quick description of student product that meets expectations

How much time it takes Pacing can be minutes, periods, or days, with minutes most helpful to other teachers

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4. Use the right spaces to show your mini-tasks…

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… avoiding this kind of confusion

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LDC Rules of The Road (www.ldc.org/intro)

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Specific skills

Skills defined

LDC Rules of the Road: Skills

List the skills students need to succeed on the teaching task.

Define each skill listed using the stem “the ability to…”

Skills clusters Cluster the skills in groupings that make sense and are in a workable order for teaching.

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LDC Rules of the Road: Instruction

Mini-tasks For each identified skill, provide a prompt asking students to apply an “in-progress” skill or practice.

Identify the product students will produce in response to each prompt.

Include a short scoring guide for all or most student products.

Instructional strategies

Specify the instructional strategies to be used in teaching students to succeed on each mini-task.

Pacing plans Estimate time requirements for each mini-task.

Materials, references, and supports

List the materials, references, and supports students and teachers will need to complete the instruction.

Provide internet or other source information for published documents, and use the appendix to provide copies of other materials.

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Next Steps

Finish task and texts

Finish skills and instruction (clear enough for your own use)

Teach your module

Bring student work to our next session: 10 pieces representing the range from weakest to strongest, with names removed

At next session, explore your teaching experience, scoring with colleagues, identifying implications for instruction, and sharing your module with other teachers

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FY14 LDC State/Region Rollout Who will be involved?

NORTHWEST

Oct 24 & Feb 6

Nancy Pietras

Regional Coordinator

LDC Coaches: Connie Hanke,

Mary Ann Preston

NORTHEAST

Oct 24 & Feb 11

Diana Rogers

Regional Coordinator

LDC Lead Coach: Susan

Rhoades

SOUTHWEST

Oct 22 & Feb 4

Linda Radtke

Regional Coordinator

LDC Coach: Steve Gill

MDC: Michelle Walker-Glenn

ODE/HSTW Ohio

Regions

Dan Stacy, HSTW

Consultant

33 Sites 112 Participants

13 LDC Region Coaches

CENTRAL SOUTHEAST

Nov 13 & Mar 6

Joyce Odor

Regional Coordinator

LDC Coaches: Theresa Adkins,

Betsy Fannin, Nancy Ruth

Finishing Up

Questions Now?

Just type them in or unmute your phone

Questions Later

I’m spweston@gmail.com

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