Tch Deeper Learning Lab
Literacy Design Collaborative
Philosophy of the Deeper Learning Lab (DLL)
Offered exclusively by the Teaching Channel, DLLs offer an innovative, flexible, and engaging model of professional development for today’s teachers. Conducted using Teaching Channel’s online “teams” interface, DLL participants gain access to a private portal. Under the instruction of a Facilitator and a Content Expert, DLL cohort members are guided through online tasks, cutting- edge professional development materials, and collaborative opportunities to design lessons that can be implemented and evaluated in real time. Participants will learn skills, apply them to their classroom, record their experience, and receive feedback, all through the award-winning Tch platform. DLLs respond to the time constraints and technological interests of modern teachers
Structure of the DLL
- 10 weeks of instruction
- 10 units of content
- 4 Participants per team
- Rich, facilitator-developed content
- Participant leaves DLL with a peer-reviewed LDC module and implementation support
- Weekly reflections and assignments to be posted on the Tch platform
Instructional Unit Descriptions
Unit 1: Welcome to LDC, CCSS, and DLLs (2 hours)
In this Unit, you will become familiar with the Literacy Design Collaborative (LDC), Deeper Learning Labs (DLLs), and how they combine to help teachers implement the Common Core State Standards (CCSS).
Unit 2: Creation of Task and Module Features (2 hours)
In this Unit, you will create your own template task using an LDC argumentative or informative template.
Unit 3: What Task? What Results? (4 hours)
In this activity, you will examine an exemplar model and select the texts that students will read during your module. You will examine the LDC scoring rubric, evaluate student exemplars using the rubric, and participate in discussions about both processes.
Unit 4: What skills? What is a mini task? (2 hours)
In this unit, you will consider how and why you would select the skills aligned to your teaching task. You will be introduced to the concept of creating mini-tasks and examine the qualities of effective mini-tasks. You will respond to questions pertaining to mini-tasks.
Unit 5: What Instruction, Part I-Preparing for the Task and Reading Process (10 hours)
In this unit, you will be introduced to strategies and will participate in discussion that will help you to develop the mini tasks in your module.
Unit 6: Teaching Preparing for the Task and Reading Process (4 hours)
This week you will teach one of the mini-tasks that you created during week 5, share examples of the student work produced, and reflect upon the mini-task. View video explaining this week’s assignments and that the deliverables expected are the video of you teaching and high, medium, and low examples of student work. Check the Resources folder for how to videos or contact your facilitator if you have any questions or concerns about how to do this.
Unit 7: What Instruction? Part II - Transition to Writing and the Writing Process (8 hours)
This week you will be introduced to strategies and will participate in discussion that will help you to develop the process students will use to transition from reading to writing the response to your task. You will also be introduced to strategies used in the writing process.
Unit 8: Module Review (3 hours)
This week you will browse the Teaching Channel website to find examples of videos showing students transitioning to writing and engaging in the writing process, share and comment on a video, and make revisions to your module.
Unit 9: Writer’s Notebook (5 hours)
This week you will be introduced to the Writer’s Notebook, view several examples, and will create your own Writer’s Notebook for your module.
Unit 10: Moving Ahead (5 hours)
This week you will learn about scoring student work, score and discuss several student exemplars, and create a plan for moving ahead with LDC. Participants will create a short video in which they discuss their plans for LDC implementation.