A framework to move from common core to
classroom practice
Puget Sound ESD– Session 3
December 12, 2013
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Overview of the Sessions
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Outcomes
• Deepen understanding of each section in the LDC
Framework and how each section supports
implementing the Common Core Standards
• Understand the 7 elements and scoring used on
the LDC Informational Rubrics
• Calibrate scoring
• Score student work samples
• Jury a module and use findings to plan future
instruction (mini tasks) and/or future modules
3
Norms
• What working agreements will help make today
be successful for you?
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Overview of the LDC Framework
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What Task?
The the Core of the LDC Framework
“What was different in the four classrooms was what
students were actually being asked to do, and the
degree to which the teacher was able to engage
students in the work by scaffolding their learning up
to the complexity of the task she was asking them to
do.”
– Richard Elmore
Rounds in Education. lizabeth A. City, Richard F. Elmore, Sarah E. Fiarman, and Lee Teitel
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Why the emphasis on tasks?
LDC Template Task  Teaching Task
Teachers fill–in-the-blank by choosing:
Template Task 14 (Informational or Explanatory/Description) (_______)
After reading _____, write a _______that describes (content) and
addresses the question. Support your discussion with evidence from the
text(s).
Teaching Task:
Why was America called the land of opportunity by millions of immigrants
who came to the United States from many different countries? After
reading selected informational text, primary source documents and
viewing multimedia, write an informational essay that describes the
immigrants’ journey to America and their initial experiences and
addresses the question. Support your discussion with evidence from
the text(s).
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text - writing product - content - text structure
Strong Teaching Tasks…
• Are worthy of 2, 3 or 4 weeks of instruction;
• Provide opportunities to address text complexity
and the use of informational text as called for in the
CCSS;
• Have students working in the most effective mode of
discourse/text structure;
• Evolve from a rigorous text-dependent question;
• Provide an authentic audience.
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• Ask students to grapple with an issue central to the
discipline;
What Skills
Teaching Task: Why was America called the land of opportunity by
millions of immigrants who came to the United States from many
different countries? After reading selected informational text, primary
source documents and viewing multimedia, write an essay that describes
the immigrants’ journey to America and some of their initial
experiences and addresses the question. Support your discussion with
evidence from the text(s). Template Task 14 Informational/Description)
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By deconstructing the teaching task the needed skills are identified.
Each skill cluster is broken into specific skills which helps
guides teacher in planning instruction.
Skill Cluster 1: Preparing for the Task
Definition
Ability to connect the task and new content to existing
Task
Engagement knowledge, skills, experiences, interests, and concerns.
* CCSS – 11-12 R.SS.7: Integrate and evaluate multiple sources of
information presented in diverse formats and media in order to
address a question or solve a problem.
Task Analysis Ability to understand and explain the task’s prompt
and rubric.
* CCSS – 11-12 R.SS.2:
Determine the central ideas or information of
a primary or secondary source; provide an accurate summary that
makes clear the relationships among the key details and ideas.
10.
Skill
What Instruction?
Each skill is organized into an instructional plan or ladder:
skill
prompt and product
scoring guide
instructional strategies
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pacing
The instruction for each skill is called
the “mini-task”.
What Results? – Section 4
Scoring Student Work with the LDC Rubric
• Can be used to score holistically or analytically
• 2 rubrics – Informative/explanatory & Argumentative
• 7 Scoring Elements:
•
•
•
•
•
•
•
Focus
Controlling Idea
Reading/Research
Development
Organization
Conventions
Content Understanding
12.
The LDC rubric…
•provides feedback to students and teachers
•helps students know expectations prior to
completing the task
•helps teachers gauge the effectiveness of their
instructional choices
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LDC Rubrics – Scoring v. Grading
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Collaborative Scoring
Translating the Rubric
• With a partner, translate each section of the
rubric, considering the following factors:
• A translation of the rubric category in your
own words.
• An example of what it looks like in the final
written product.
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Scoring Student Work
• Independent Scoring:
• After reading the student essay, identify a
score for each rubric category.
• Corroborating Scores:
• Corroborate table scores for each category
& and decide on a holistic score.
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Student Feedback
• For which rubric categories (i.e. skills) does
this student need the most support?
• What strategies could you employ to
support this student in learning those
skills?
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Analyzing
Results
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Jurying Modules
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Jurying a Module
- Section 1: What Task
- Section 2: What Skills
- Section 3: What Instruction
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Using a guiding protocol
Use findings from juried
module and/or student work to
plan future instruction (mini
tasks) and/or future modules
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Next Steps