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!”
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.
Brittany Dameron, a fifth-year math teacher at
Riverside High School in Belle, West Virginia
(Kanawha County School District), taught her first formative
assessment lesson (FAL) spring semester of 2016. She finds the
strategies of the Mathematics Design Collaborative (MDC) make
math come alive for her students.
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.
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.
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.
Atoniea Boykins, career management and Microsoft IT Academy
teacher at East Rutherford High School in
Bostic, North Carolina, is training in the
strategies of the Literacy Design Collaborative. She finds that
her students are learning more and becoming stronger writers as a
result of working in collaborative groups.
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
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.
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.
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.