Strategies That Work

Spotlight
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!”

Spotlight
Stacey Irvin

Principal is Key for Math Teachers’ Professional Development

The role of the administrator — attending professional development sessions with teachers and principals and participating in classroom observations and coaching visits — is critical to the successful implementation of the Mathematics Design Collaborative. To support teachers, leadership must understand math achievement gaps in students and the classroom process that teachers are taught to address the gaps.

Spotlight
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.

Spotlight
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.

Spotlight
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.

Spotlight

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.

Spotlight
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.