Establishing a Community of Practice, Volume 2
Welcome to the Second Edition of Our Literacy Design Collaborative (LDC) Newsletter!
The professional learning model we implemented began with a face-to-face kick-off in December. After the face-to-face session, we hosted ten virtual sessions that were intentionally spaced to allow participants processing time between sessions. The final session in March was a face-to-face wrap-up to summarize and consolidate our learning. Today's newsletter contains the training materials used for the first face-to-face session and for the first two (of ten) virtual sessions that led to the module shared in our first edition. In addition to the presentation materials, you will be able to view the recordings of the virtual sessions -- upon viewing, you will have no doubt that all sessions were recorded live!
LDC Teachers Learn about Possible Digital Literacy Products
Because it is important to know students' starting point when selecting appropriate texts, Jennifer (Instructional Technology Specialist) offered guidance on how to locate students' Lexile data. http://tinyurl.com/Georgia-SLDS
Also, during session one, Jennifer shared digital resources that teachers might consider for literacy products.
CF RESA: Establishing a Community of Practice Hosted Ten LDC Virtual Sessions
Virtual Session 1: Understanding the LDC Rubric
During the Kick-Off session, we did not address the LDC rubric. However, understanding the rubric was the topic of the first virtual session that was held on the Tuesday following Friday's face-to-face session. The "Example Module" that later became the "Who Owns the Artifacts?" module that was unveiled in Volume 1 of our newsletter was begun in this virtual session. The format of the virtual session included instruction and then modeling of how a mini-task would be added into the module on Core Tools http://tinyurl.com/Login-Page-for-Core-Tools . Throughout the professional learning sequence, notes were left in the comment boxes of "Tessa's Example Module" on Core Tools to offer participants insight on considerations for each step of building the module.
The recorded session can be found at:http://tinyurl.com/Rubric-Session-Recording
The resources utilized in the virtual session are available at:
After the session, both the "Example Module" and the mini-task created during the session were shared with participants. As you compare the mini-tasks that were shared during the session with the same mini-task embedded in the "Who Owns the Artifacts?" module, notice that the mini-tasks were later reworded to fit the Teaching Task. http://tinyurl.com/Mini-Task-for-I-Can-I-Will (I Can/I Will)
Virtual Session 2: Vocabulary Selection and Instruction
One week after the session on Understanding the LDC Rubric, our Community of Practice met for a virtual session on vocabulary selection and instruction. By this point, participants had determined the texts that would be used to answer their own modules' Teaching Task prompts. Using the format of providing instruction and then modeling adding the mini-task into Core Tools, Tessa led the teachers in selecting those academic and domain-specific vocabulary that would most impact student learning if targeted for direct instruction.
The recording of the session can be located at:http://tinyurl.com/Vocabulary-Session-Recording
Materials referenced during the vocabulary session are available at:
Two mini-tasks that were demonstrated during the session were shared with the Community:
http://tinyurl.com/Mini-Task-for-Rate-the-Words (Rate the Words)
In future editions of our newsletter, I will continue to share our journey towards impacting teacher effectiveness and student success related to the implementation of the instructional shifts called for in the Common Core literacy standards.
I hope you will join me!
Topics from Virtual Sessions 3 - 10 that will be featured in upcoming editions are:
Evaluating Online Resources
Organizing and Citing Evidence
Teacher Modeling of Close Reading
Students Application of Close Reading
The Speaking and Listening Connection
Virtual Collaboration Among Students
Publishing with Technology