Strategies That Work

Overview

What Teachers and Students Are Saying
"Teachers are talking less... students are learning more."

Teachers and school leaders share how LDC and MDC are helping students learn more and perform better on exams. 

 

 

    Mathematics Design Collaborative

“We need MDC throughout our schools. These are the strategies that everyone should be using.” 
— District Curriculum Director, Arkansas

“I realized that my students were capable of a much higher level of thinking than I was giving them credit for. They were reasoning in ways that I had never imagined. I had been robbing them of that opportunity.”
— Geometry Teacher, Arkansas

“FALs foster productive struggle. MDC is the first real resource I’ve found for this.”
— Math Teacher, Arkansas

 ”Our classrooms have moved from traditional math instruction to a collaborative environment where students are completely engaged in learning.”
— High School Principal, Arkansas

“FALs can transform the way we teach at this school… They will guide instruction.”
— Principal, Arkansas

Literacy Design Collaborative

     “My students read with a purpose… My standardized test scores have improved greatly.”
— Social Studies Teacher, Georgia

“Students are learning how to think and not just brush the surface of the material.”
— Chemistry Teacher, Arkansas

“Ultimately our writing program is better preparing students to transition to college and careers.”
— High School Principal, Kentucky

“While teaching LDC modules, I’ve seen my students not only understand concepts but apply them.”
— Teacher, Florida

     “I know that I will always use this way of learning. It has already helped me in other classes. It will help me get through college. It will help me in life.”
— Chemistry Student, Arkansas

“Our reading scores have risen each year. Our writing scores are above state average for the second year.”
— Middle Grades Principal, Kentucky

Strategies That Work
Claudia Rodriguez

MDC Is an Obsession for One North Carolina Teacher

Claudia Rodriguez sums up her excitement about the Mathematics Design Collaborative training with one word — obsessed. “I’m obsessed with the formative assessment lessons (FALs),” the North Asheboro Middle School mathematics teacher explains, referencing the formative assessment lessons she used during MDC training. “The FALs are really so rich in content — in math content and precision — that I love it!”

Strategies That Work
Katrina Zimmerman

Beginning With the End in Mind

Katrina Zimmerman is a science and technology teacher at Turrentine Middle School in Burlington, North Carolina. Zimmerman spearheads STEM (science, technology, engineering and math) at her school and is creating a whole new curriculum for it. She began using the Literacy Design Collaborative (LDC) strategies in February 2015, adding it as a curriculum tool for her classroom.

Strategies That Work
Debbie Blankenship

FALs Yield High Dividends

Dr. Jeanne Glover, math specialist at the Jonesboro Public Schools district in Jonesboro, Arkansas, was trained in the Mathematics Design Collaborative during the 2013-14 school year with SREB math consultant Amanda Merritt. Glover believes the MDC tools fit well with her K-12 mathematics vision for the district.

So Debbie Blankenship, math teacher at Douglas MacArthur Junior High School, joined two other district teachers for initial MDC training in May 2014.

Strategies That Work
Sheri Blankenship

You Can Teach An Old Dog New Tricks

Sheri Blankenship is an instructional coach with Rankin County School District in Brandon, Mississippi. An experienced English teacher, Blankenship knows her way around a classroom. But Literacy Design Collaborative strategies help her focus her lessons, so students get a clear picture of what they must learn to meet college and career standards.

Blog post Quinton Granville Originally posted on the LDC.org blog.

Building Life Skills in a Middle School Classroom

Quinton A. Granville was a seventh-grade social studies and reading teacher for Atlanta Public Schools when this blog entry was written. He is now a literacy consultant at SREB. 

Quinton Granville has been using the Literacy Design Collaboration framework in his seventh-grade classroom for nearly a year. He says he’s come a long way since he was introduced to LDC through a districtwide initiative.

Strategies That Work Gene Bottoms

Alabama Science Teacher Sets Higher Expectations Using Literacy Strategies

Reese Woytek Why did the deer cross the road? The usual answer to the joke is “to get to the other side.”

That question serves as a prompt for seventh-grade science students to start looking for answers through data-driven research and in-depth writing. Their teacher, Reese Woytek at Slocomb Middle School in Geneva County, Alabama, is using the instructional framework of the Literacy Design Collaborative (LDC). He received his LDC training in 2015. The Southern Regional Education Board is training teachers across Alabama, and Woytek’s experience is a perfect example of how LDC strategies can change teacher focus and impact students.

Post
Adriane Duke

Blending MDC Strategies with Project-Based Learning in the Algebra Classroom

Adriane Duke is an Algebra 1 teacher at Annie Camp Junior High School. She first learned about the Mathematics Design Collaborative (MDC) during an initial training, led by SREB math consultant Amanda Merritt, in May 2014. Duke’s school had previously trained on project-based learning (PBL) through the Buck Institute. Duke was excited about both initiatives and felt the two complemented each other, so she worked to incorporate them into her lesson plans. PBL and MDC became a major part of her classroom culture.