1. Courses Modules Tasks Courses New courses Existing courses Task Skills
Courses can combine varied modules and varied other kinds of teaching in systematic approaches to building student skills.
Courses
Modules
Tasks
New courses
Existing courses
Task
Skills
Instruction
Results
Prompt
Rubric
Scoring exemplars
Timeframe: 30 seconds
Suggested Talking Points:
Modules were never meant to stand alone. They can be…
Inserted into existing courses, or used to create new ones.
Repeated, using different content, when students need more than one try.
Strung together into a series, with modules building on one another.
Expanded into longer units of study.
Again, allowing districts administrators, principals and teachers flexibility to meet local needs and priorities 1 1

2. LDC Courses Sets of LDC modules can be built into full courses:
Science, history, English and other courses
Courses with literacy as the main focus (for example, something similar to college English composition)
Integrated courses taught by teacher teams
Course sequences to support growing skills
Timeframe: 30 seconds
Suggested Talking Points:
Sets of modules can become the basis of courses in various ways…
As basis for…. (see slide) 2 2

3. LDC Courses
In thinking about courses, imagine LDC modules working in various combinations with other kinds of learning:
Experiments
Student presentations
Work internships
Community service projects or community surveys
Video simulations and on-line learning
Student debates
Seminar discussions
Old-fashioned teacher lectures and presentations
Timeframe: 20 seconds
Suggested Talking Points:
Within courses, they can be paired with a variety of different learning experiences to develop reading, writing and other skills (e.g., speaking, listening, etc)– such as experiments, presentations, debates, etc) 3 3

4. LDC Courses
In thinking about courses, imagine students demonstrating their learning through:
full LDC tasks in a portfolio of work or
shorter assessment tasks, using the same template task but adjusting the readings, prompts, and scoring to call for work students can do in a single sitting or
a “through course” assessment system in which students all over a state study a block of content and then do the same task—with results becoming part of the students’ scores for the statewide testing system or
some combination of the ideas above.
Timeframe: 30 seconds
Suggested Talking Points:
Through the courses, there are multiple ways students can exhibit their development of reading and writing skills via LDC
Read slide
Again, LDC is flexible -- Up to school or district to design the combination of modules that supports their strategic plan and meets the needs of students 4 4

5. Where can we go? Grade 9 Unit 1 Unit 2 Unit 3 Unit 4
Reading and writing to develop student success in multiple subjects over multiple years. Think about a semester like this:
Grade 9
Unit 1
Unit 2
Unit 3
Unit 4
English
Task 2
Task 11
U.S. History
Math
Science
Task 17
PE/Health
World Language
Task 1
Elective
Task 12
Timeframe: 20 seconds
Suggested Talking Points:
The LDC system supports teachers in teaching reading and writing in the core subjects – and beyond
So, where can it go?
Here’s an example of what this could like like over the course of 9th grade in multiple subjects…
Now think of the power of aligning task and modules in a variety of courses over 14 semesters –from grades 7-12
Now think of replacing grades 6-12 with 14 semesters like that! 5 5

6. LDC-Paideia: Middle Grades Science Course* March 2011
BIG IDEAS
CCS/STATE STANDARDS
RELATED IDEAS
ESSENTIAL Qs
(Seminar Qs)
READINGS
MODULES Q1
NATURE OF SCIENCE UNIT
Focus on Common Core Literacy Standards +
State Science
Standards.
Change
Data
Progress
Science
Scientific Tools
What is the nature of science?
How do scientists think?
Frankenstein
The Beaufort Wind Scale
Task 12B-Essay
(Definition)
Task 8-Essay
(Problem-Solution) Q2
HUMAN BODY UNIT
Gender
Growth &
Development
Body Systems
Interdependence
What makes us human?
How do the systems in the body relate?
Hippocrates
Galen
Harvey
Lewis Thomas
Task 13-Essay
(Description)
Task 9-Essay
(Cause & Effect) Q3
HEREDITY and
GENETICS UNIT
SCIENTIFIC ETHICS UNIT
Family
Transference
Trait
Genetic Engineering
Ethics
Who are you?
Just because we can do something, should we?
“Heredity” (poem)
Mendel
Watson & Crick
“ The Birthmark”
Island of Dr. Moreau
Task 12-Essay
Task 5-Essay
(Argumentative/ Evaluation) Q4
EVOLUTION UNIT
Time
Deep Time
Species
Individual
What is a species?
What is the origin of a species?
Can an individual evolve?
Darwin
“How Flowers Changed the World” (Loren Eiseley)
Task 19-Essay
(Synthesis)
Research Paper as culmination of course