Company LOGO Task and Module Design Day 2 Arkansas Lynda Gillespie, PhD

Company LOGO 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 1 st quarter

Company LOGO  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? 3

Company LOGO 4 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

Company LOGO 5 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 th Grade U.S. History

Company LOGO 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 6

Company LOGO 7 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

Company LOGO 8 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

Company LOGO 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 9

Company LOGO 10 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

Company LOGO Make changes, revisions  Write your Task on a large sheet of paper provided and post on the wall as directed. 11

Company LOGO Gallery 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 12

Company LOGO Criticism 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 13

Company LOGO Time for Lunch! 14

Company LOGO Deconstructing 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. 15

Company LOGO What did you learn about... modules in general teaching a module student involvement the structure of the module the Writer’s Notebook 16

Company LOGO The 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 17

Company LOGO A Complete Example 18

Company LOGO LDC Skills Clusters  Preparing for the Task  Reading Process  Bridging  Writing Process  Content What do these mean? 19

Company LOGO Skills 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 20

Company LOGO Defining 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. 21

Company LOGO Skills Cluster 1: Preparing for the Task 22 Skills Cluster 1: Preparing for the Task 1. Task engagement Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns. 2. Task analysisAbility to understand and explain the task’s prompt. 3. Project planning Ability to plan so that the task is accomplished on time.

Company LOGO Skill Cluster 2: Reading Process Skills Cluster 2: Reading Process 1. Active Reading Ability 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-taking Ability to read purposefully and select relevant information; to summarize and/or paraphrase. 4. Organizing Ability to prioritize and narrow supporting information. 5. Academic IntegrityAbility to use and credit sources appropriately. 23

Company LOGO Skills Cluster 3: Transition to Writing 24 Skills Cluster 3: Transition to Writing 1. Creating a BridgeAbility to move smoothly from reading to writing 2. Organizing thinkingAbility to organize notes for writing 3. Demonstrate understanding Ability to demonstrate analysis of readings

Company LOGO 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 25

Company LOGO Skills Cluster: Content Skills 26 Skills Cluster: Content Skills ConceptsAbility to identify, define and apply major content concepts VocabularyAbility to identify and use content vocabulary Problem Solving Ability to recognize problems and draft solutions ApplicationAbility to apply learned skills to further knowledge of content CreateAbility to create original works in the content

Company LOGO Module Section 3: 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 27

Company LOGO Instructional Ladder Instructional ladder – outlines step-by-step what students will do (and what teachers will teach) to achieve larger teaching task. 1.Skills list/clusters 2.Design mini-task for each skill 3.Instructional strategies and pacing 28

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. Product 29

Company LOGO Mini-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-Tasks 1.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?) 30

Company LOGO Example of a Mini-Task 31

Company LOGO Instructional Strategies & Pacing 32 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.

Company LOGO Once we know what skills are needed, we know what we need to teach and we determine pacing, we climb the ladder to success. Determine skills needed Teach each skill along the way Evaluate student each skill Instructional Ladder 33

Company LOGO 34 Let’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

Company LOGO Reflections and Homework Homework: Read the article on disciplinary reading provided. Be prepared to discuss. 35