Brief Two: Robust Implementation of LDC: Teacher Perceptions of Tool Use and Outcomes

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Publication Date
September 2012

Abstract

The Bill and Melinda Gates Foundation has invested in the development and dissemination of high-quality instructional and formative assessment tools to support teachers’ incorporation of the Common Core State Standards (CCSS) into their classroom instruction. Lessons from the first generation of standards-based reforms suggest that intense attention to high quality instructional tasks and use of formative assessments embedded in those tasks are essential if teachers are to meet the demands of the CCSS. Experts from the Literacy Design Collaborative (LDC) developed a set of templates that can be customized by English/language arts (ELA), social studies and science teachers into writing tasks designed to facilitate CCSS-based student literacy and content learning and provide teachers with feedback about student mastery. LDC also developed a module structure that teachers can use to create a plan for teaching students the content and literacy skills necessary to complete the writing task. This brief highlights and assesses the status of elements of robust implementation of the LDC tools.

Authors

  • Rebecca Reumann-Moore
  • Felicia Sanders