Which student products can take LDC classrooms closest to the work called for by college assignments and common career demands? Here’s a short list, developed in collaboration with Dr. Barrie Olson, of key products that LDC tasks could ask students develop, along with a description of the kind of work students will do.
We’ve heard a lot about the power of the mighty LDC mini-task from educators across the country and how they are using them in a variety of ways: to target skills that students need to practice or for deeper instruction, and to generate formative assessment data useful for tracking student growth and reflecting on curricular design. Word comes to us that the LDC-i3 team at CASTLE Middle School in Manhattan is producing some powerful work school-wide using LDC mini-tasks—with the assistance of Generation Ready coach Christina Wallace.
Principal Anthony Chianese started early this past summer to guide his team to think deeply about how the LDC i3 work connects to their specific school goals around professional learning and College and Career Readiness-aligned instruction. Engaging his teachers in early, big-picture planning helped give them added focus and clarity when making instructional planning decisions during their LDC PLC meeting time.
Take your professional practice to the next level! We’re pleased to feature a new Coaching series by LDC veteran coach and teacher Dr. Mary Lynn Huie that focuses on common questions when creating an LDC module, how certain modules illustrate how LDC works in specific contexts and disciplines, and best practices for helping to craft a module that can also serve as a model for other teachers. Today’s post is the first in this new “how-to” series.
If we happen to meet by chance or even if you’re a close companion, the odds are good that I’ll bring up the Literacy Design Collaborative at least once in our conversation.
Some people obsess over reality TV or the latest diet trend. One of my fixations revolves around a framework for embedding rigorous literacy experiences into the classroom through a teacher-designed module, called LDC for short. I have been involved with LDC for going on five years, and I’m just as excited about it today as I was years ago.
Join us for the final webinar of the school year in our LDC in Action series on May 27 at 8:00 p.m. ET: Aligning Curriculum, Instruction, and Assessment with LDC Performance Tasks.
Learn how multiple school districts are using LDC to develop performance tasks to align taught and tested curriculum systematically and sensibly. Michelle Logan, Emily Yenney, and Linda Crocker, from Thompson School District in Loveland, Colorado—along with LDC design team member and author, Eleanor Dougherty, share examples and resources that you can use to close the gap between assessment and instruction in your context.