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
Ohio HSTW • 12/5/13 2

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.
Ohio HSTW • 12/5/13 3

The Teaching Task
It looks like you have all decided on questions, content, and writing choices.
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Are your texts (or your plans for students to research and choose texts) in place?
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Do you have other questions on the teaching tasks?
Ohio HSTW • 12/5/13 4

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
Ohio HSTW • 12/5/13
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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.
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One test: is your definition a single phrase beginning with
“ability to…”?
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Another test: does your definition make sense if you add
“alone in a dorm room four years from now.”
Ohio HSTW • 12/5/13 6

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.
Ohio HSTW • 12/5/13 7

2. Put skills in an order that makes sense for teaching
When could each order make sense?



Active Reading
Essential Vocabulary
Note Taking
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
Essential Vocabulary
Active Reading
Note Taking



Note Taking
Essential Vocabulary
Active Reading
Ohio HSTW • 12/5/13 8

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.
Ohio HSTW • 12/5/13 9

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
Ohio HSTW • 12/5/13 10

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
Ohio HSTW • 12/5/13 11

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
Ohio HSTW • 12/5/13 12

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
Ohio HSTW • 12/5/13 13

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
Ohio HSTW • 12/5/13 14

4. Use the right spaces to show your mini-tasks…
Ohio HSTW • 12/5/13 15

… avoiding this kind of confusion
Ohio HSTW • 12/5/13 16

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.
Ohio HSTW • 12/5/13 18

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
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Finish task and texts
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Finish skills and instruction (clear enough for your own use)
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Teach your module
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Bring student work to our next session: 10 pieces representing the range from weakest to strongest, with names removed
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At next session, explore your teaching experience, scoring with colleagues, identifying implications for instruction, and sharing your module with other teachers
Ohio HSTW • 12/5/13 20

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
Ohio HSTW • 12/5/13 22