Sept 29 and 30 Overview Slides

Science and Literacy with LDC
Battelle Education
Goals
1. Why this work is important

2. Overview of LDC
3. Build a powerful Literacy and Science
assignment
Ice breaker Work/Learning Styles

Understanding
preferences in
GROUP WORK
Work/Learning Styles - NSEW

Objective:
To help others understand their work style
To help others understand the work style of each
other
To emphasize that success occurs when you play to
the STRENGTHS of others
To encourage people to expand their repertoire of
skills
To have productive discussions about how
groups/people work
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Decide which of the

four directions most
closely describes
your personal style.
NORTH: ACTING
Lets do it! Likes to
act, try things, take
the plunge.
WEST: PAYING
ATTENTION TO
DETAIL
Likes to know the who,
what, when, where and
why before acting.
EAST: SPECULATING
Likes to look at the big
picture and possibilities
before acting.
SOUTH: CARING
Likes to know that
everyones feelings have
been taken into
consideration and that
their voices have been
heard before acting.
Work/Learning Styles - NSEW

Spend 5 minutes answering the following questions as a
group.
1. What are the strengths of your style? List at least 3
adjectives.
2. What are the limitations of your style? List at least 3
adjectives.
3. What do you value about the other three styles?
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Why Science and Literacy?
Literacy Design Collaborative
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What does it look like in the classroom?
Claire deep dive
CORE TOOLS LINK
Close Reading an LDC Module

Skim the Module Squirmy Science quickly
Chunk the text by drawing horizontal lines between
paragraphs to divide the page into smaller sections as
you see fit.
Within each section, circle the words or phrases that
best help you understand that section.
Write 10 words or less to describe each section.
Write 1 sentence to describe the LDC Module overall
Backwards Design
What
Goals?
What
results?
What
Instruction?
What task?
What
skills?
Identify Goals
Disciplinary
core idea
Reading
focus
Writing
focus
Backwards Design
What
Goals?
What
results?
What
Instruction?
What task?
What
skills?
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Construct Powerful Assignments
Squirmy Science
Overarching Teaching Task
Identify
1. Texts students read
2. Written Product students produce
3. Content students learn
LDC Design Teaching Task Battelle: Middle School Science
How can we most effectively create an ecosystem for
mealworms? After reading the Request for Proposal (RFP),
conducting background research on mealworms and mealworm
ecosystems, and designing and testing a prototype, write a design
report in which you describe your design and argue its
effectiveness in meeting the requirements of the RFP and
providing a superior ecosystem for mealworms. Support your
response with evidence from your research.
Anatomy of an LDC Teaching Task Science
Texts?
3
LDC Teaching Task Battelle

Middle School Science
How can we most effectively create an ecosystem for mealworms? After
reading the Request for Proposal (RFP), conducting background research
on mealworms and mealworm ecosystems, and designing and testing a prototype,
write a design report in which you describe your design and argue its effectiveness
in meeting the requirements of the RFP and providing a superior ecosystem for
mealworms. Support your response with evidence from your research.
Texts?
RST.6-8.2 Determine the central ideas or

conclusions of a text; provide an accurate
summary of the text distinct from prior
knowledge or opinions.
Data collected from testing

Writing product?
3

Writing product?
3
WHST.6-8.7 Conduct short research projects
to
answer a question (including a self-generated
question), drawing on several sources and
LDC Teaching Task Battelle generating additional related, focused questions
that allow for multiple avenues of exploration.

write a design report in which you describe your design and argue its
effectiveness in meeting the requirements of the RFP and providing a superior
ecosystem for mealworms. Support your response with evidence from your
research.
Science
content?

write a design report in which you describe your design and argue its
research.
Science
content?
LDC Teaching Task
Focus Science Standards:

NGSS Practice 6 Constructing Explanations and Designing
Solutions - Undertake a design project, engaging in the
design cycle, to construct and/or implement a solution that
meets specific design criteria and constraints.
3
MS-LS2-1 Analyze and interpret data to provide evidence for
the effects of resource availability on organisms and
populations of organisms in an ecosystem.
MS-LS2-4: Construct an argument supported by empirical
evidence that changes to physical or biological components
of an ecosystem affect populations.

on mealworms and mealworm ecosystems, and designing and testing a
prototype, write a design report in which you describe your design and argue its
research.
TERMS
Teaching Task
a powerful assignment that asks students to write in response to reading
teachers use this assignment to center and frame the type of work they do in
class.
Backwards Design
What
Goals?
What
results?
What
Instruction?
What task?
What
skills?
TERMS
Teaching Task
class.
Skills
These skills are abilities that students can apply years later in college or career,
such as the "ability to identify credible sources" and the "ability to identify and
define key terminology." Therefore they read like lasting skills (not like concrete
assignments) and thus always begin with "ability to."
Backwards Design
What
Goals?
What
results?
What
Instruction?
What task?
What
skills?
Close Reading Routine
Backwards Design
What
Goals?
What
results?
What
Instruction?
What task?
What
skills?
TERMS
Teaching Task
class.
Skills
Mini-task
a short structured assignment that can be formatively assessed, along with
instructional strategies.
Backwards Design
What
Goals?
What
results?
What
Instruction?
What task?
What
skills?
TERMS
Teaching Task
class.
Skills
Mini-task
a short structured assignment that can be formatively assessed, along with
instructional strategies.
Literacy Design Collaborative (LDC)
a design system that helps teachers deliver standards-driven assignments in
which students write in response to reading in discipline-specific ways supported
by backwards-designed instruction.
We have the templates

Task template: Design
Skills template: Design
Teachers will bring in the content standards.
BREAK!
Break!
PROJECT SCOPE AND TIMELINE
Fall Timeline
Spring Timeline
LDC CORETOOLS
Introducing LDC CoreTools.
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Line up.
Comfort with technology.
Fold the line.
Instructions.
Find your opposite partner.
You will have about 15 minutes.
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Scavenger hunt
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Review
Demo to questions.
Questions.
NOTE: CoreTools help throughout the next few days.
Need more support?

Part 1: Overview / Getting Started / Home Page &
Navigation Bar
https://www.youtube.com/watch?v=-Il2lxr5erE
Part 2: My Library & Collaboration Settings

https://www.youtube.com/watch?v=6OcNti7YS_Q
Part 3: LDC Curriculum Library

https://www.youtube.com/watch?v=MbZ4Vp1TVOs
Part 4: Creating a Mini-task

https://www.youtube.com/watch?v=VJQBFqDFMJI
Part 5: Module Editor

https://www.youtube.com/watch?v=hCGj_ORri-I
Teaching Task Think Tank
Organic Fertilizer Design
1_Try one on
your own.
2_Share in
groups of 3
or 4
3_Rapid
Prototyping!
Can you
make 5
tasks in 10
min.?
4_Share out.
Lunch
Constructing a powerful science

and literacy assignment
Building out your teaching task on CoreTools (1 hr 15 min)
Prep for shark tank presentations (15 min)
Shark Tank Presentations for Feedback (60 min)
Construct your teaching task

Zoom in on your best teaching task prototype.
Add teaching task draft to core tools. Note, you should be
able to add into your copy of the design prototype
template (created during scavenger hunt).
Consider the following:
Standards
Outcomes
Products
Texts
Products
1. What will students produce?
2. What type of written product will
students use to showcase their
learning?
3. What do you expect to see in this
written product?
Texts
What will students read? "Text" can
include web-based materials, graphics,
data charts, data sets, engineering works,
experiments, etc. Think about texts which:
1. Provide content & evidence for the
product they need to produce.
2. Provide opportunities for students
to apply and develop important
disciplinary literacy skills. (RFPs,
lists of requirements)
Standards
What are the focus standards which can
guide your instructional plan (consider
reading, writing, and content focused
standard)?
1. The design template uses 9-10 cc
literacy standards what are the grade
standards for your students?
2. What major discipline content standards
does this task address (add these in
CoreTools)
Outcomes
What do I want my students to know,
understand, and be able to do at the
conclusion of this assignment (should
include reading, writing, and content
focused outcome)?
What will students learn in this unit before
they are assigned this teaching task?
After?
Shark Tank Prep

Include:
1. Teaching task
2. Products
3. Texts
4. Standards
5. Target Outcomes
Want to record your feedback?

Use your smart phone!
CLOSING
Thank yous: NW, PAST
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Smily face
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Thought bubble
Frowny face
Science and Literacy with LDC

Battelle Education
Announcements/Questions
Purchasing materials (Scott)
Survey (PAST)
Scavenger hunt award
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Goals
1. Understanding LDC and backwards design

2. Developing your instructional plan (skills lists and
products)
3. Developing mini-tasks and receiving feedback on
a minimum of 3 mini-tasks
Hearing from those who

implemented last year.
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THE DESIGN PROCESS WITH

BATTELLE PRINCIPAL
RESEARCH SCIENTIST
8:30-9:00
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Design Project Tips**
A good design project forces the students to weigh multiple competing requirements
(there is no clear cut best option). The more variables they have to tweak the more
creative they can become to arrive at a viable solution.
Engineers are paid for their ability to use their best judgment within tight time, schedule
and cost constraints with competing requirements. To know what factors to ignore and
what issues to address.
Two ways to develop good judgement:

Personal experience (learning from your own mistakes)
Learning from more experienced engineers
Force your students to start developing critical thinking. Two competing ideas may be
equally validforce them to make a decision and then justify why they made that
decision with calculations or tests. Design is a very fluid process that usually takes
multiple iterations. There can be more than one answer (most of the time).
Work as a team. Engineers almost always have to work across disciplines.
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Preparing for the Task**

When we prepare for an RFP we are try to understand the client. Who are they? What are there
biggest concerns (i.e. money, schedules, safety, reliability, quality etc)? This helps focus our
proposal.
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Request for Proposals (RFP)

Analysis Process
Try to understand exactly what your client wants.
General RFP Outline

Background (why the item is needed)
Technical requirements (what the item has to do along with
constraints, power, weight, size etc).

Contractual requirements (what formats data has to provided, funding
constraints, requirements etc)

Programmatic issues (describes deliverables, meeting schedules,
due dates etc)

Timeline to execute the project
Note: In technical writing do not use fluffy language, be direct and to

the point. Remember every body is very busy.
Note: Do not use I, We, You write in third person.

Example: Client X would like to solicit a proposal.
Example: The vendor is responsible for designing item xyz.
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Concept Design Process

(Creating Possible Solutions)
Concept Generation (CAD)

Select Initial Components (Spec
Sheets) for Costing
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Proposal Process
Sell yourself and your company. (Demonstrate you

understand the wants/needs of your client).
General Proposal Outline

Background (why the item is needed)
Main Body: show and describe concept in detail (how is your
company going to meet all of the requirements)

Discuss who is working on the team (resumes of key staff,
any specialized facilities or expertise that distinguishes us

from our competitors)
Discuss quality management and program management
(how you will deliver a quality product on time and on

budget)
Schedule (Gant Chart)
Costing information (Govt contracts detailed list of all
estimated materials on the project and number of personnel

hours and charge out rates for those staff members).
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Detailed Design Process
Design Layout (CAD)
The devil is in the details
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Subcomponent
Analysis/Testing
Technical
Drawings
Design Report Writing Process
Captures all of the details worked out through the design process.
Design Report Outline (Layers)
Title page
Executive summary (1 page summary high level. This is read by the top people on the client side, they are too
busy to read the whole report)

Table of contents, Table of figures and Table of tables
Main body of text (read by PMs, clients technical leads)
Background (why you did what you didexpressing the need for the product)
Approach: Restate requirements then demonstrate how you met the them (or why it was not possible to
meet the requirements). Include important supporting pictures/schematics of system, figures, tables and
calcs. Defer to appendices for additional information. State why the components that were selected were
used (i.e. justify your design decisions). This can have subsections for major components or subassemblies.
Conclusion: Clearly state that you met the requirements (or why not), how some things could be improved
upon in future designs if there is more money or time. Clearly state the path forward on the current project
(upon approval the system will move into fabrication, or additional design is needed before proceding).
Appendices (All supporting data, test reports, calculations, spec sheets, drawings etc) (This information is there
to capture rest of details in case the program is put on hold or for lower level engineers to dig through in case
there are any detailed questions).
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Presentation
Present information in design report and defend design choices.
Idealized Presentations
Reality
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(death by PowerPoint!)
Follow on Phases
Big difference between designing something and actually making it work!
Redesigns for any outstanding issues from critical design review

Complete all drawings
Fabricate components (write RFQs for vendors, receive quotes, select vendor, get parts
made, review and inspect critical parts). Order any commercially-off-the-shelf (COTS)
items (every nut bolt, hose, clamp, fitting etc).
Finalize software coding. Build control panels. Perform software code review to verify
initial functionality is there.
Once all parts arrive, physically build system and wire system.
Shake-out: Test each sub-system (including debugging software). After sub-systems are
verified, then test the whole system. Trouble-shoot errors. Redesign if necessary. Fix
problems. Repeat process until system is working (This takes a lot of time).
Perform verification tests for client (formal test procedures and test reports)
Deliver to client (Provide as built drawings documenting any changes to design during
shake-out and operating manual).
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BACKWARDS DESIGN: SKILLS

AND PRODUCTS BY SKILL
CLUSTER
9:00-9:45AM
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Skills List Golden Ticket
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Modeling skills and products
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Scan through the skills list.

Star skills that are text dependent.
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Starting with text

dependent skills,
determine what products
students will create to
demonstrate each skill.
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BREAK!
DEVELOPING AN
INSTRUCTIONAL PLAN
10:15-11:30AM
- The nuts and bolts of the instructional plan: skills list and mini-tasks (15 min)
- Developing your first mini-task (instruction focused on one skill) (30 min)
- Presenting your mini-task (30 min)
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Modeling creating a skill list.
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Mini-Task: Skill + Instruction
Mini-Task
Enduring skill
Mini-Task
Enduring skill
A named product
Mini-Task
Enduring skill
A named product
Student facing prompt
Mini-Task
Enduring skill
A named product
Scoring guide
Mini-Task
Enduring skill
A named product
Scoring guide
Instructional strategies
Mini-Task
Enduring skill
A named product
Scoring guide
Instructional strategies
Pacing
Live demo of CoreTools

Show how to toggle between Skills and Instruction
Show how to open and edit a mini-task.
Show how to add a mini-task to your skills list.
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Build a mini-task
In grade level teams of 2 or 3:
Develop a mini-task for: Understanding the list of requirements
To be successful, teams should figure out:
What the student product is
What the student facing prompt is.
What it looks like for kids to be successful
What strategies you will use to teach that skill
Check for alignment between skills, products, and strategies
Pacing: 30 min to design
Then
each team will have 3-5 minutes to share out
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Build a mini-task
In grade level teams of 2 or 3:
Develop a mini-task for: Understanding the list of requirements
To be successful, teams should figure out:
What the student product is
What the student facing prompt is.
What it looks like for kids to be successful
What strategies you will use to teach that skill
Check for alignment between skills, products, and strategies
Pacing: 30 min to design
Then
each team will have 2.5 minutes to share out
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Full group share out
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Example
Surf & Turf: Exploring
Earth's Uneven Surface
Heating
What Factors Influence

Plant Carbon Dioxide
Production and Usage?
Creating a Testable
Creating a Testable
Experimental Question
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Experimental Question
LUNCH
11:30-12:00PM
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EVALUATIONS
12:00-12:30PM
Email
*Final Question emphasize 3
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DEVELOPING YOUR
INSTRUCTIONAL PLAN
12:30-2:00PM
Check in with a HSTW coach for feedback on a least 3 mini-tasks.
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INSTRUCTIONS BETWEEN NOW

AND OCTOBER 14TH
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Between now and Oct 14

We are going to look at your evaluations and modules to
help inform how we structure October 14th.
The goal on Oct 14th is to

Have additional time to collaborate, share and create
Use this time to ask questions that may arise between now and
then
Address any issues we see are trends across modules.
The HSTW coaches will also check in with you onsite.
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CLOSING
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Why is Science and Literacy

Important - Concentric Circles
Why is LDC Important Concentric Circles

For each round of this
Mini-Task, only the outer

circle will rotate
Within each round, there

will be two 60-second
blocks for discussion.
Only one person talks
within each block while
the other ONLY listens

ROUND 1:
What is your biggest ahah
out of these 2 days?

What is the biggest
ROUND 2:
impact you expect for

students by doing this
work?

ROUND 3
What do you plan to
prioritize between now
and October 14th?
Thank you
Peter DeWitt
peter.dewitt@gmail.com
Dorothy Sutton
sutton@themetroschool.org
Claire Hampel
hampel@themetroschool.org
Kelly Gaier Evans
Gaierk@Battelle.org
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Thank you!!!
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Science and Literacy with LDC

1. Why this work is important

Ice breaker Work/Learning Styles

Work/Learning Styles - NSEW

Decide which of the

Work/Learning Styles - NSEW

Why Science and Literacy?

Literacy Design Collaborative

What does it look like in the classroom?

Claire deep dive

CORE TOOLS LINK

Close Reading an LDC Module

Construct Powerful Assignments

Overarching Teaching Task

Anatomy of an LDC Teaching Task Science

LDC Teaching Task Battelle

Anatomy of an LDC Teaching Task Science

RST.6-8.2 Determine the central ideas or

LDC Teaching Task Battelle

Anatomy of an LDC Teaching Task Science

LDC Teaching Task Battelle

Anatomy of an LDC Teaching Task Science

How can we most effectively create an ecosystem for mealworms? After

Anatomy of an LDC Teaching Task Science

LDC Teaching Task Battelle

Anatomy of an LDC Teaching Task Science

Focus Science Standards:

How can we most effectively create an ecosystem for mealworms? After

Close Reading Routine

We have the templates

PROJECT SCOPE AND TIMELINE

Introducing LDC CoreTools.

Comfort with technology.

Fold the line.

Need more support?

Part 2: My Library & Collaboration Settings

Part 3: LDC Curriculum Library

Part 4: Creating a Mini-task

Part 5: Module Editor

Teaching Task Think Tank

Organic Fertilizer Design

Constructing a powerful science

Shark Tank Presentations for Feedback (60 min)

Construct your teaching task

Shark Tank Prep

Want to record your feedback?

Science and Literacy with LDC

1. Understanding LDC and backwards design

Hearing from those who

THE DESIGN PROCESS WITH

Design Project Tips**

Two ways to develop good judgement:

Work as a team. Engineers almost always have to work across disciplines.

Preparing for the Task**

Request for Proposals (RFP)

General RFP Outline

constraints, power, weight, size etc).

constraints, requirements etc)

due dates etc)

Note: In technical writing do not use fluffy language, be direct and to

Note: Do not use I, We, You write in third person.

Concept Design Process

Concept Generation (CAD)