Kit’s slideDon’t use term model –use strategy or tools instead.Add slide –introduce crw within foundation
KitAvoid term “ model.”
Melissa’ s slideMake sure they are clear will not talk about the student supports work in this webinar.
Melissa’ s slideImportant to note:-Advocacy and Research partners along the continuum.-SDN is mostly managing the second half of the continuum.-Co-develop phase focused on getting buy in—not building and handing something to folks.-Pilot and study is where there will be heavier research and may need to go back all the way to strategy design (Triple Feedback Loop)When are we in the field using prototypes?-Co Develop and Pilot/Study
Melissa to create replacement slide that describes larger investment in tools and rationale. All of you on call today Can this slide be placed towards the end – after math and literacy sessions – as a summary perhaps? – based on Stacy’s comment? --cecilia
Melissa’s slide.“Want to give you (audience) a sense of the types of partners that we are working with now and will seek in the future around this work.
Elizabethtown, Lebanon, and IU-13, PA (literacy)Kenton County, KY (math and literacy)Jefferson County, KY (math)Daviess County, KY (math)Jessamine County, KY (math)Warren County, KY (math)Boone County, KY (math)Prichard Committee (intermediary for KY work) (math and literacy)Hamilton County, TN (math)Hillsborough, FL (literacy)Charlotte-Mecklenberg, NC (math and literacy)Forsyth County, GA (literacy)New York, NY (math)Worchester, MA (literacy)This slide needs to be edited ----I don’t know which sites are needed to be on this slide…. MAC – help!Cecilia=================Melissa’s slide. Cecilia to add color coded map of US showing site.Here is a list of our partners for literacy and mathematics. Segway to Ann to discuss math.
Ann’s slide. Cecilia do your magic on presentation.
Ann’s slide. Cecilia please clean up.
Ann’s slide. Cecilia, please.
These need to be called Formative assessment lesson units. Not assessment lesson units.Course will not be created around the FAls, rather the FALs wil be inserted into courses.No the issue of Feedback is not handled correctly here. In formative assessment the teacher is to give feedback that moves the learner forward.What is meant by “individual, group, whole class, individual work” what is meant by individual and individual work.Concept lessons“Proficient students expect mathematics to make sense”To reveal and develop students’ interpretations of significant mathematical ideas and how these connect to their other knowledge.Problem solving lessons“They take an active stance in solving mathematical problems”To assess and develop students’ capacity to apply their Math flexibly to non-routine, unstructured problems, both from pure math and from the real world.
Ann.I will only highly examples of conceptual knowledge lessons in this webinar. Materials provided illustrate examples of problem solving lessons.
Ann’s concluding comments-introduce videoclip
Ann suggests that we should upload from Vanessa’s files one of the two video’s showing Michelle in East Jessamine using Distance time graph at the smart board- Kit to contact Vanessa to request excerpt sent to Melissa and Kit for confirmation.
We will now open it up to questions for Ann. Questions about the strategy, tools, etc.
Lee’s slide. Cecilia: please make sure “tasks” circle is animated; have it fly in.
Lee Lee: please consider embellishing bullet re back mapping to be clearer. Same for responsive response bullet to make these points stand on their on a bit more.
Lee. Video clips will highlight tony andsarah
Lee says just keep to Sarah and Tony…from the clips she referenced on a separate email
Open up to questions for Lee.
Kit’s slide.If you are interested in more information about the tools and application of tools profiled here, please be in touch with your program officer (who invited you to join us today).Don’t call lee oeann –questions –please be in touch with your program officer who invited you today.
Webinar 120310 cd
College Ready Work Tools in Mathematics and Literacy<br />College Ready Work Team<br />December 13, 2010<br />
Introductions<br />Grantee Presenters:<br /><ul><li>Ann Shannon, Ann Shannon and Associates
Lee Kappes, Literacy Design Collaborative, Education Trust</li></ul>BMGF Staff:<br /><ul><li>Melissa Chabran, Bill & Melinda Gates Foundation
Purpose of Webinar<br />Profile the foundation’s math and literacy strategies<br />Showcase how the emerging math and literacy tools can help schools align practice to the Common Core standards<br />Profile the work of the states, districts and networks involved in the implementation, co-development, and field testing<br />December 5, 2010<br />
Meeting Agenda<br />Introductions and purpose of webinar<br />Overview of College Ready Work team’s mission, tools and strategies, and scaling work in mathematics and literacy design collaborative districts<br />Overview of mathematics strategy<br />Q & A Session: Mathematics<br />Overview of literacy strategy<br />Q & A Session: Literacy<br />December 5, 2010<br />
College Ready Work – Initiative Mission<br />To build a coherent system of:<br /><ul><li> college ready standards and aligned assessments
tools to help teachers implement those standards
highly engaging and student-centered delivery systems</li></ul>All of these systems are designed to strengthen teacher effectiveness and improve student learning.<br />Near-term Focus (one to two years)<br />Develop prototype diagnostic and intervention tools that are aligned to the common core standards, pilot these in real time, test their reliability and validity, and implement these more broadly in traditional and new learning environments<br />December 5, 2010<br />
December 5, 2010<br />From design to dissemination…<br />Strategy/Design<br />Build<br />Co-develop<br />Pilot and Study<br />Advocacy<br />Implementation & Dissemination<br />SDN<br />Research/Validation<br />
Examples of Instructional Tool Investments <br />December 5, 2010<br />Diagnostic Assessments<br />Templates for “teaching tasks: (or design criteria)<br />Tasks (prompt, scoring guide and student work)<br />Modules<br />Syllabi<br />PD support modules (including videos)<br />Courses (Wave Two jointly with Next Generation Model)<br />Delivery systems (Wave Two jointly with Next Generation Model)<br />
Types of Partners<br />December 5, 2010<br />Core Design - primarily organizational partners<br />Co-develop, Pilot and Study - small group of states and districts; networks and organizational partners <br />Implementation and Dissemination - larger group of state and districts; networks and organizational partners<br />Remember this is not a static list; <br />partners will evolve over time…<br />Strategy/Design<br />Build<br />Co-develop<br />Pilot and Study<br />Implementation & Dissemination<br />
Overview of Pilot Sites<br />MA<br />NYC<br />PA<br />KY<br />NC<br />TN<br />GA<br />Legend<br />Math<br />Literacy<br />Math & Literacy<br />Orange Color Legend<br />FL<br />December 5, 2010<br />
December 5, 2010<br />At the heart of the foundation’s math strategy is…<br />Formative Assessment<br />
The Big Idea of Formative Assessment<br />December 5, 2010<br />Marnie Thompson and Dylan Wiliam, 2008<br />
Five Key Ingredients of Formative Assessment<br />December 5, 2010<br />Marnie Thompson and Dylan Wiliam, 2008<br />
Math Formative Assessment Tools<br />December 5, 2010<br />
Two Types of Formative Assessment Lessons<br />December 5, 2010<br />
Teaching a Formative Assessment Lesson focused on Conceptual Knowledge:<br />December 5, 2010<br /><ul><li>Teachers ask students to engage in a collaborative activity,one carefully designed to expose and challenge students’mistakes and misconceptions specific to the initial assessment
Students are given back their work on the initial assessment along with their teacher’s feedback
Students use their teacher’s feedback and all of what they learned during the collaborative activity to perfect their response to the initial assessment</li></li></ul><li>Sample Conceptual Knowledge Formative Assessment Lesson:<br />Shape Cards:<br />Word Cards:<br />December 5, 2010<br />
Students link the shape and word cards<br />Creating a complicated network of links:<br />December 5, 2010<br />
Sample Math video clip<br />December 5, 2010<br />Time vs. Distance Graph <br />East Jessamine High School<br />Jessamine County, Kentucky<br />
that all too often ends up looking like this:<br />December 5, 2010<br />
The LDC Approach<br />Tasks<br />December 5, 2010<br />
“The real accountability system is in the tasks that students are asked to do.”<br />. <br />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. <br />-Richard Elmore<br />December 5, 2010<br />
What is the LDC Framework?<br />A literacy framework, aligned to the Common Core Standards, that undergirds the content of core subjects<br /><ul><li>Template Tasks are purpose-specific collections of fill-in-the blank tasks with the CCS hard-wired in. Teachers determine the content, including reading text, writing product and theme/topic for their task.
Template Modules support the planning of teaching the writing and reading skills necessary for students to succeed on a task. They create a common language and specifications for capturing and sharing literacy instruction, but are flexible in allowing for a large variety of instructional approaches.
Module Combinations and Courses that can ground content in college- and career-ready literacy instruction. Modules can be used in a variety of ways to create new courses or as components of existing courses.</li></ul>December 5, 2010<br />
What is the underlying LDC strategy?<br />December 5, 2010<br />
December 5, 2010<br />Sample Template Tasks<br />
December 5, 2010<br />Sample Template Tasks<br />
What are educators saying? <br />The template gives you an overarching theme in terms of what literacy looks like. I still have to meet my state’s core standards, so I still have to teach to those, but it allows me to have more focus on the writing component. – Tony, world history teacher, Midwood High School, Brooklyn, NY<br />It is not just reading in isolation or writing in isolation. It’s putting them together to create independent ideas on the part of the student, which I think is phenomenal. – Sarah, English teacher, Northwestern High School, Hyattsville, MD<br />The LDC module is a good step in allowing students to do more for themselves. – Gary, secondary literacy specialist, Kenton County Schools, KY<br />December 5, 2010<br />
Sample literacy video clip<br />Literacy Design Collaborative <br />Interview with Teachers<br />Sarah, English Teacher<br />Northwestern High School<br />Baltimore, MD<br />Tony, World History Teacher<br />Midwood High School<br />Charlotte, NC<br />December 5, 2010<br />