Author Biographies

Dr. Darin Stockdill is the Design Coordinator at the Center for Education Design, Evaluation, and Research (CEDER) in the University of Michigan’s School of Education. A former secondary social studies and English teacher, his research and instructional design work focus on disciplinary literacy teaching and learning at the secondary level.

Stacie B. Woodward is a Disciplinary Literacy and Social Studies Consultant for Oakland Schools. She has been an educator since 2000, and has served in the profession in many capacities including as a high school social studies teacher, instructional coach, curriculum designer, and professional learning facilitator. Currently, as part of the Leadership and Continuous Improvement team at Oakland Schools, she supports district and school leaders in implementing evidence-based practices and developing leadership capacity focused on improving student learning in equitable ways.


In this paper, we will explore elements of the Essential Instructional Practices for Disciplinary Literacy: Grades 6-12 , a statewide initiative in Michigan designed to support exactly this kind of teaching. In particular, we will discuss key instructional implications of the Essential Practices for both social studies and ELA instruction and highlight important commonalities and distinctions across these two content areas. We provide concrete examples of these practices in action as we share activities and reflections from a curricular project we undertook with US History and ELA teachers called Equitable Futures. In this initiative, teachers engaged their students in inquiry-driven learning that involved the development of a range of disciplinary literacy practices and tools.

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