It is a privilege for me to be asked to provide this blog post to you as a way of introducing you to a new resource from LDC—a new essay and teaching resource, titled Argumentation Across the Disciplines, authored by myself (P. David Pearson) and colleagues Vicki Griffo, Catherine Miller, and Barrie Olson. LDC gave us the opportunity to summarize research about and best practices in studying argumentation in social studies, science, and English Language Arts. It is our hope that this resource, along with all the embedded links to even more helpful pedagogical tools, will prove to be a lasting and ever-improving resource to the LDC community of educators.
At the LDC/MDC Conference in Little Rock, Arkansas, LDC’s Abigail Hammer got the chance to sit down with Larry Newsom, a principal at Bismarck High School, and Meghan Able, an English Language Arts teacher at Stuttgart High School and 2016 Arkansas Teacher of the Year, to talk about how they have used LDC in their schools.
In this second article from our two-part blog series, Catherine Wedgwood from Getting Smart speaks with Amy Spicer, Director of Professional Learning for The Colorado Education Initiative (CEI), about the Common Assignment Study in Colorado and how LDC CoreTools plays an integral part in the work.
Deeper Learning: Improving Student Outcomes for College, Career, and Civic Life, a new brief by researchers at the Education Policy Center at American Institutes for Research (AIR) that discusses the need for students to build competencies for success in education and the workforce, presents experiences and contexts for improving student achievement and engaging students in "deeper learning."
The brief lists five strategies that are perfect settings for LDC tasks.