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LOGOTask and Module DesignTask and Module Design

Day 2Day 2

ArkansasArkansasLynda Gillespie, PhDLynda Gillespie, PhD

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Objectives for today:Objectives for today:

• Review what makes a good Task• Publish, critique, revise Tasks• Understand the importance of the

Instructional Ladder• List the parts of a Module• Create a Module for teaching in the 1st

quarter

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Look at the sample tasks in the PowerPoint

Decide what, if anything, could be improved with the task.

After diagnosing all seven, make notes on revisions to make each one more effective.

Can This Task Be Saved?Can This Task Be Saved?

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Task 19: Can social climbers really move into a new social class? After reading The Great Gatsby, Vanity Fair, and Limbo: Blue-Collar Roots, White-Collar Dreams, write an essay in which you explain how a character succeeded or failed in efforts to move to a higher social class. English III

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Task 18: After researching the War of 1812, write a report in which you explain the impact of the Battle of New Orleans on American Presidential elections through 1836.

7th Grade U.S. History

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Task 11: After researching Romeo and Juliet and Westside Story, write a report in which you define “star-crossed lovers.” Support your discussion with evidence from your research. If you had friends who were in love and whose families disapproved, what advice would you give them?

10th Grade English

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Task 12: What is the most important challenge you have met? After reading several personal challenge essays on the Internet, write an essay in which you define your challenge and explain how you met it. Support your discussion with evidence from your research.

6th Grade

Language Arts

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Task 2: Where have all the flowers gone? After reading selected anti-war poems and song lyrics, write an essay that addresses the question and support your position with evidence from the texts.

9th Grade

Government and Civics

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Task 3: After researching your textbook chapters on human anatomy, write an article for students your age in which you compare two major body systems and argue which one is the most exciting. Be sure to support your position with evidence from the texts.

8th Grade Life Sciences

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Task 21: What will it take to raise voter participation? After reading "Where Have All the Voters Gone?” and “Many will mark this election by not voting,” write a legislative proposal in which you analyze the best legal changes to increase participation, providing examples to clarify your analysis.

A.P. U.S. Government

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Make changes, revisionsMake changes, revisions

Write your Task on a large sheet of paper provided and post on the wall as directed.

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Gallery WalkGallery Walk

Start with the Task to the right of your own. You should post (using your Post-it Notes) a question, a positive comment or a concern on each of the three tasks to your right.

Continue around the gallery and comment on as many tasks as possible

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Criticism is a Learning ToolCriticism is a Learning Tool

Criticism is a plus not a minus Criticism is a suggestion not a mandate Criticism often conflicts

Criticism + Reflection = Better Module

Use your critiques to revise and refine your Task a final time

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Time for Lunch!Time for Lunch!

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Deconstructing a ModuleDeconstructing a Module

At your tables look at the copy of the sample module.

Take a few minutes to think about what a classroom using this module might look like.

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What did you learn about . . .What did you learn about . . .

• modules in general• teaching a module• student involvement• the structure of the

module• the Writer’s Notebook

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The LDC Module FrameworkThe LDC Module Framework Key Components of Modules

• Introduction and reading/writing task• What is the importance of this unit? (Critical Focus Question)• What must students do to succeed?• What outcome do I expect?

• Analysis of skills• What do my students need to do to achieve?

• Instructional strategies• What must I do to teach them what they need?

• Results/rubric

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A Complete ExampleA Complete Example

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LDC Skills ClustersLDC Skills Clusters

Preparing for the Task Reading Process Bridging Writing Process Content

What do these mean?

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Skills Students NeedSkills Students Need

To understand the Task and assignment To read rigorous materials from different

types of texts To analyze their reading and synthesize it

in preparation for writing To write thoughtful and insightful pieces

demonstrating their learning To understand and apply the tenants of

the content taught

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Defining the SkillsDefining the Skills

• Each skill required is defined.

• There are multiple skills in each cluster.

• Clusters 1-4 are completed in order.

• The Content Cluster is embedded throughout the literacy clusters.

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Skills Cluster 1: Preparing for Skills Cluster 1: Preparing for the Taskthe Task

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Skills Cluster 1: Preparing for the Task

1. Task engagement

Ability to connect the task and new content to existing knowledge, skills, experiences, interests, andconcerns.

2. Task analysis Ability to understand and explain the task’s prompt.

3. Project planning

Ability to plan so that the task is accomplished on time .

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Skill Cluster 2: Reading ProcessSkill Cluster 2: Reading Process

Skills Cluster 2: Reading Process

1. Active ReadingAbility to select appropriate texts and understand necessary reading strategies needed for the task.

2. Essential Vocabulary

Ability to apply strategies for understanding of text(s) by locating words and phrases that identify key concepts and facts, or information.

3. Note-takingAbility to read purposefully and select relevant information; to summarize and/or paraphrase.

4. OrganizingAbility to prioritize and narrow supporting information.

5. Academic Integrity

Ability to use and credit sources appropriately. 23

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Skills Cluster 3: Transition to Skills Cluster 3: Transition to WritingWriting

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Skills Cluster 3: Transition to Writing

1. Creating a Bridge Ability to move smoothly from reading to writing

2. Organizing thinking Ability to organize notes for writing

3. Demonstrate understanding

Ability to demonstrate analysis of readings

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Skill Cluster 4: WritingSkill Cluster 4: Writing

Skill Cluster 4: Writing

Prewriting Ability to organize ideas in logical format including creating a controlling idea and focus for the writing

Drafting Ability to put thoughts on paper in cohesive, organized fashion

Revising Ability to add revisions and corrections to improve a paper by using the rubric to ensure the quality of the written product.

Editing Ability to evaluate other student writing and make suggestions for improvements

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Skills Cluster: Content SkillsSkills Cluster: Content Skills

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Skills Cluster: Content Skills

Concepts Ability to identify, define and apply major content concepts

Vocabulary Ability to identify and use content vocabulary

Problem Solving

Ability to recognize problems and draft solutions

Application Ability to apply learned skills to further knowledge of content

Create Ability to create original works in the content

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Module Section 3:Module Section 3:What Instruction?What Instruction?

How will students be taught to succeed on the teaching task?

Teachers establish the instructional plan – and instructional ladder – to teach students the skills necessary to succeed on the task

Students are taught each skill through a “mini-task”

Mini-tasks connect across the 2-4 weeks to lead students to completing the task

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Instructional LadderInstructional Ladder

Instructional ladder – outlines step-by-step what students will do (and what teachers will teach) to achieve larger teaching task.1.Skills list/clusters2.Design mini-task for each skill3.Instructional strategies and pacing

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If you were climbing a ladder, you wouldn’t want to miss a rung.

This is also true in teaching students how to create a final product.

If you were climbing a ladder, you wouldn’t want to miss a rung.

This is also true in teaching students how to create a final product.

ProductProduct

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Mini-TasksMini-Tasks

Mini-tasks – a small or short assignment that engagesstudents in learning each of the skills necessary to complete the task.Core Elements of Mini-Tasks1.Prompt (What instruction will take place?)2.Product (What ill students do to demonstrate their understanding?)3.Scoring guide (How will the work be assessed?)

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Example of a Mini-TaskExample of a Mini-Task

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Instructional Strategies & Instructional Strategies & PacingPacing

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Instructional strategies – outline what the teacher will do to teach the skill.Pacing – suggested amount of class time for the mini-task or when the mini-task will occur in relation to other mini-tasks.

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Once we know what skills are Once we know what skills are needed, we know what we need needed, we know what we need to teach and we determine to teach and we determine pacing, we climb the ladder to pacing, we climb the ladder to success.success.

Determine skills needed

Teach each skill along the way

Evaluate student each skill

Instructional Ladder

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Let’s CreateLet’s Create

Using the Module Template provided, begin to create your module.Remember your module:•Should cover 2-4 weeks of study•Should be a major unit of your course•Should involve rigorous reading

in varied texts•Should result in a major piece of writing•Should be made up of mini-tasks that are evaluated along the way

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Reflections and HomeworkReflections and Homework

Homework:Read the article on disciplinary reading provided.

Be prepared to discuss.

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