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LOGODay 2: Refining the Task, Day 2: Refining the Task, Building the LadderBuilding the Ladder

Ben Taylor, Ed.D.Ben Taylor, Ed.D.

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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

• Create a Module for teaching in the

1st semester

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Set up for today:Set up for today:

1. Take a sheet of chart paper.

2. Write your grade level and content

area at top.

3. Write your full task on the paper!

Includes: EQ, reading, and writing

assignment – complete wording from

template task

4. Post around the room.

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Quick Review:Quick Review:

Literacy Strategy: Quiz, Quiz, Trade

Step 1: Grab a note card. Write a factual

question about the CCSS or LDC on the

front; write the answer on the back.

Step 2: Stand up, hand up, pair up.

Step 3: Quiz your partner, get quizzed,

trade cards.

Step 4: Find a new partner and repeat!

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Look at the sample tasks in the PowerPoint

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

After diagnosing each individually, discuss with your team what revisions to make to each task to make it more effective.

Developing a Critical Eye

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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 that explains how a character succeeded or failed in efforts to move to a higher social class. What conclusions or implications can you draw? Cite at least two sources, pointing out key elements from each source.

English III6

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Task 18: After researching the War of 1812, write a report that explains the impact of the Battle of New Orleans on American presidential elections through 1836. What conclusions or implications can you draw? Cite at least 3 sources, pointing out key elements from each source.

7th Grade U.S. History7

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Task 11: After researching Romeo and Juliet and Westside Story, write a report that defines “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 8

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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 that defines your challenge and explains 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 that compares two major body systems and argues which one is the most exciting. Be sure to support your position with evidence from the texts.

8th Grade Life Sciences 11

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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 that addresses the question and analyzes the best legal changes to increase participation, providing examples to clarify your analysis. What conclusions or implications can you draw?

A.P. U.S. Government

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Let’s Get Critical!Let’s Get Critical!

Collect your poster from yesterday. Make necessary corrections to get

the essential question ready. Add the wording from Task 2

including the reading selections and the writing piece.

Re-post.

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Let’s Get Critical!Let’s Get Critical!

Literacy Strategy: Carousel Feedback

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

Continue around and comment on as many tasks as possible.

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Main Points to CritiqueMain Points to Critique

Is the essential question clear? Is the essential question

interesting? Does the essential questions lend

itself to a writing piece? Is the task doable in 2-4 weeks? Does it cover essential curriculum? Does it remain true to the

template?

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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 helps refine!

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

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Deconstructing a ModuleDeconstructing a Module

At your tables, pull up my module and make a list of the major pieces of the module and discuss what is in each section.

What is the purpose of the teacher’s materials section at the end of the module, and how can it help you and your students in planning?

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Let’s take a quiz!Let’s take a quiz!

Literacy Strategy: Numbered Heads Together

WRITE QUESTIONS ANS STEPS

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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? (Essential Question)• What must students do to succeed?• What outcome do I expect?

• 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

Understanding the Task

Reading Bridging Writing

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

genres To analyze their reading and synthesize it

in preparation for writing To write thoughtful and insightful pieces

demonstrating their learning

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Skill Cluster 1: Understanding Skill Cluster 1: Understanding the Taskthe Task

• Don’t skip this one!

• Journal or quick writes

• Student group discussion

• Checking for understanding

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Skill Cluster 2: ReadingSkill Cluster 2: Reading

Skills Cluster 2: Reading Process

1. Reading “habits of mind”

Ability to select appropriate texts and understand necessary reading strategies need for the tank.

2. Essential Vocabulary

Ability to apply strategies for developing an 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.

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Skill Cluster 3: BridgingSkill Cluster 3: Bridging

• This step often where students falter

• Must teach organization

• Must use format (graphic organizer that works!)

• Must have frequent checks

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Skill Cluster 4: WritingSkill Cluster 4: Writing

Skill Cluster 4: Writing

Prewriting Ability to organize ideas in logical format

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

Peer editing Ability to evaluate other student writing and make suggestions for improvements

Revising Ability to add revisions and corrections to perfect paper.

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Module Section 3:Module Section 3:InstructionInstruction

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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Example from Instructional Example from Instructional LadderLadder

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Mini-TasksMini-Tasks

Mini-tasks – a small or short assignment that engages students in learning each of the skills necessary to complete the task.Core Elements of Mini-Tasks1.Prompt2.Product3.Scoring guide

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Example of a Mini-TaskExample of a Mini-Task

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Instructional Strategies & Instructional Strategies & PacingPacing

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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If we are not where we want to be with If we are not where we want to be with student achievement and literacy…student achievement and literacy…

Problem of PracticeStudents are graduating without the necessary literacy skills needed to succeed in college or workplace.

Theory of ActionIf we implement the LDC across the school, then students will be better equipped for college and the workplace.

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Afternoon Work Session!Afternoon Work Session!

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 genres and types•Should result in a major piece of writing•Should be made up of mini-tasks that are evaluated along the way (instructional ladder)

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Funwork (Homework)Funwork (Homework)Reading in The Disciplines Reading in The Disciplines

Assignments:Assignments:

ALL: Introduction/Overview (pp. 2-4; 15-18)

Science: pp. 4-6 Social Studies: pp. 6-9 ELA: pp. 9-12 CTE: Teaching Content/Conclusion (pp.

17-21)

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Questions for Homework:Questions for Homework:

What does reading look like in your discipline?

What will you incorporate into your module, in the Skills Cluster 2: Reading Process section, to help students comprehend content area selections?

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Reflections and HomeworkReflections and Homework

Evaluation Form

Homework:• Read Reading in the Disciplines• Module build by 10/8 (not taught yet, unless you are ready!).

Next PD day – 10/22Ben.taylor@sreb.org

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Quiz, Quiz, Trade

Carousel Feedback

Numbered Heads Together

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Literacy Strategies Used: Literacy Strategies Used: