Collections: A feature in LDC CoreTools that allows authors to organize modules and mini-tasks into files that can then be shared with other LDC CoreTools users.
Common Assignment: An assignment taught by a group of educators to develop a targeted set of skills and collect data on student progress in acquiring those skills. In addition, common assignments support professional learning through lesson study, peer observation, scoring calibration, and analyzing results. Assignments differ from assessments in that the skills are explicitly taught. Educators use the results to inform instructional decisions.
Common Assessment: An assessment administered by a group of educators to measure student progress in acquiring a targeted set of skills. Assessments differ from assignments in that the skills are not explicitly taught. Educators use the results to inform instructional decisions.
Demands: Additional writing and cognitive challenges that can be added to a template task. Demands are developed from language in the CCRS and allow teachers to scaffold instruction and add rigor at targeted moments.
Exemplary: A designation for a module that can be used as a model for emulation, can be used or easily adapted by other educators, or can be used with students with high confidence in the intended results. Exemplary modules are often examples that contain something unique in instructional design that demonstrate interesting and/or replicable design or planning moves.
Good to Go: A designation for a module that is solidly constructed, can be used by teachers with modifications for content and context, and can be used with students with confidence in the intended results. When compared to Exemplary modules, Good to Go modules are less customized and detailed or offer less focus on discipline-specific approaches to literacy and thinking.
Instructional Ladder: The What Skills and Instruction? and What Results? sections of a module designed to support students in completing the task. The instructional ladder supports the task with a well-planned, aligned, strategic instructional sequence in which mini-tasks lead to completion of the final writing product. It’s the instructional plan that pulls together skills and mini-tasks into a coherent, implementation-ready plan for teachers.
LDC: A national educator community that leverages the “wisdom of teacher practice”—the successful practice of educator-practitioners—to effectively implement Career and College Readiness Standards utilizing a literacy-rich instructional framework to improve teacher practice and student outcomes. LDC offers instructional design resources and tools; systems alignment tools; access to expert partners and professional development; resources that connect and calibrate instruction with student work; and a community of invested, thoughtful practitioners devoted to improving the quality and effectiveness of instruction and its effects on student engagement and achievement.
LDC Badges: LDC will soon be offering merit-based virtual badges that recognize quality and rigor in teacher work. Authors whose modules are included in the LDC Library will receive a badge for a WIP, GTG, or Ex module. Peer Reviewers who participate in peer review training and calibration regularly have the chance to earn the following Reviewer badges: Trained LDC Peer Reviewer and Certified LDC Peer Reviewer.
LDC CoreTools: Online platform that facilitates teachers in using LDC design tools. LDC CoreTools houses instructional design tools, content collections, teacher collaboration space, self-assessment and review tools, and professional growth resources. Privacy, collaboration, and sharing settings are set by individual LDC CoreTools users.
LDC Library: An expanding collection of resources created and shared by educators. The LDC Library contains collections, modules, and mini-tasks. Resources that have undergone national review are designated as Exemplary or Good to Go in the LDC Library. The LDC module collections are curated by SCALE and the LDC national peer review team, while the mini-task collection are curated by P. David Pearson’s team at UC Berkeley.
Mini-Task: Small, scorable assignments that address a targeted literacy skill identified by the teacher for a particular LDC Task. A complete mini-task includes:
- Prompt: Instructions to students regarding the product they will develop in the mini-task
- Product: Evidence students will produce to demonstrate competency with the targeted skill
- Pacing: An estimate of how long the mini-task will take to complete
- Scoring Guide: Criteria for what teachers should expect in the product
- Instructional Strategies: A description of what happens in the classroom
Module: A one- to four-week instructional plan for classroom study designed around a single LDC Task. The task supports mastery of transferable literacy skills students develop during the module supported by explicit instruction and practice.
Peer Review: A process that applies common expectations for quality and rigor in teacher work with LDC tools. LDC peer review rests on a teacher work rubric developed and maintained in collaboration with the Stanford Center for Assessment, Learning and Equity (SCALE). LDC practitioners use the LDC Curriculum Alignment Rubric to trace alignment between an assignment and the results in student work. LDC peer review occurs formatively, as teachers and coaches review each other’s work on an ongoing basis, and summatively, as nationally certified LDC reviewers review modules quarterly.
Prototype: A pre-populated example that can be adapted by educators based on the purpose of their tasks or to fit their individual contexts. Prototypes are developed and shared by the LDC community of practice to addresses specific disciplinary processes.
Skill Cluster: A grouping of skills that represents a purposeful step in a coherent reading and writing process that moves students toward completing a final product. Each cluster represents an important step in a teachable process engaged in by students and educators to complete the task. For example, the LDC default prototype skills list is organized with the following clusters:
- Preparing for the Task: Promoting interest in the task by engaging students emotionally and intellectually; having students demonstrate that they understand the demands of the task.
- Reading Process: Collecting relevant data to complete the task by reading a variety of texts purposefully to select important and relevant information necessary for completing the task.
- Transition to Writing: Sifting through and synthesizing the data to determine its meaning; selecting the data that is most relevant to the task; evaluating whether the data collected is enough to complete the task.
- Writing Process: Establishing a controlling idea that addresses the requirements of the task; selecting a text structure appropriate to the demands of the task and using that structure to organize information; developing an initial draft with evidence gathered from texts; citing sources responsibly and accurately; editing and revising.
Teachers may customize clusters to represent steps more appropriate to the content and literacy demands as well as the research processes of their discipline or specific task.
Skills List: The specific competencies that students need to have—and need to be taught—in order to successfully complete the task. Teachers identify these competencies by analyzing and identifying demands inherent in their tasks.
Student Work Rubric: An explicit set of criteria used for assessing the student writing products for an LDC Task. Rubrics for Argumentation and Informational/Explanatory task templates have been developed in collaboration with practitioners, Measured Progress, and the Stanford Center for Assessment, Learning, and Equity (SCALE).
Task Templates: “Fill-in-the-blank” prompt “shells” developed by the LDC authors to help teachers develop high-quality assignments that embed Career and College Readiness Standards. Teachers use these shells create LDC Tasks.
Task Template Collection: Sets of blank task templates developed by LDC authors. LDC Task Template Collections are structured for multiple purposes: for module tasks, on-demand performance tasks, common assignments, and common assessments.
Task: A “completed” task template, or task prompt. To complete the template, teachers must include the standards that will be taught and formatively assessed, the content to be addressed, the text(s) that will support student learning, and the type of writing product students will produce. The What Task? section in an LDC module also includes background information that introduces students to the assignment. Authors may include an extension that allows students to further explore content and practice additional standards.
Work in Progress: A designation for a module that needs revision in order to be sharable and replicable by other teachers. Modules scored at the Work-in-Progress level often have elements that show strong potential, but also have one or more significant problems that suggest a clear need for revision before they are shared widely for use by other teachers.