Learning progressions
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Learning progressions Presentation Transcript

  • 1. Learning Progressions: A Discussion Ravit Golan Duncan Rutgers University
  • 2. Learning Progressions
    • What are they (nature of LP)
    • Why we need them (motivation)
    • How do we build them
  • 3. Commonalities
    • Progression over larger time units
    • Deepening of ideas and level of sophistication (conceptual framework)
    • Change in terms of what kids can do over time (performances)
    • Based on research on student learning
  • 4. Contrast to standards
    • Propositional
    • Limited research base
    • Organization is problematic, and too many ideas
    • Not conducive to design of assessments that track student learning over time.
    • Older content
    • Performance
    • More extensive research based
    • Organization based on big ideas/practices
    • Leads to development of assessments that can evaluate progression
    • Strives for cutting edge
  • 5. Differences
    • Motivation- what was the driving force to develop the progression
    • Nature of progression- what does it mean to move along the progression
    • The “stuff” of progressions- what are the big ideas?
    • How do we know what we know? Building progressions
    • Questions that remain
  • 6. Motivation
    • Environmental literacy- informed and active citizenry
  • 7. Environmental literacy
        • Theoretical Framework-Key Practices for Literacy
        • (1) Scientific inquiry: developing and evaluating scientific arguments from evidence,
        • (2) Scientific accounts: using scientific accounts of the material world,
        • (3) Application: using scientific accounts as tools to predict and explain, and
        • (4) Citizenship: using scientific reasoning for responsible citizenship.
  • 8. Motivation
    • Environmental literacy- informed and active citizenry
    • Students superficial understanding of current school science content (standards-based)
  • 9. Motivation Students who can write this equation for combustion: CH 4 + 2O 2 CO 2 + 2H 2 O often cannot answer: "When a house burns to the ground and only a few pieces of charred wood and ashes are left, what happens to the rest of the mass of the house?” (AAAS Project 2061 conference 2001)
  • 10. Motivation
    • Environmental literacy- informed and active citizenry
    • Students superficial understanding of current school science content (standards-based)
    • Integrate cutting edge science into curriculum; Discrepancy between Atlas progressions and understandings students need for nano-scale science (as well as science education research on student learning, learning not linear)
  • 11. Motivation Based on Benchmarks , AAAS developed a progression of concepts for several aspects of the ‘Structure of Matter’ Rather linear and ordered progression Forces & Interactions Properties of Matter Conservation of Matter States of Matter Atoms & Molecules Chemical Reactions
  • 12. Nature of Progression
    • Developing practices of environmental literacy- understanding and using environmental science to make decisions at different levels (apply principles to different systems)
    • Progress along model from novice to expert- notions- recognition - formulation- construction -generation
    • Making connections- developing web of interconnected ideas
  • 13. The “Stuff” of Progressions
    • Interdisciplinary- coupled human and natural systems
      • life, physical and earth science ideas
    • Tightly woven with inquiry and practices of responsible citizenship
      • From observations to models and theories
      • Applying fundamental principles to processes in systems (carbon and water cycles; systems)
      • Democratic participation and reconciling values and consequences
  • 14. The “Stuff” of Progressions 5 Generation : Research 4 Construction : Examining assumptions, relating models 3 Formulation : Relating ideas and concepts, simple models 2 Recognition : Language, definitions, symbols algorithms 1 Notions : Everyday experience, logical reasoning novice expert student understanding Progress variables linked to curriculum
  • 15. The “Stuff” of Progressions I. Notions II. Recognition III. Formulation Student levels of understanding Stuff happens Solid, liquid, gas Chemical equations, conservation of mass (atoms/stuff/grams) Atomic symbols, octet rule Change Matter number mole mass macro particulate conservation
  • 16. The “Stuff” of Progressions An intricate web of interconnected concepts Multidimensional States of Matter Forces & Interactions Properties of Matter Chemical Reactions Conservation of Matter Atoms & Molecules
  • 17. How do we know?
    • Prior research literature
    • Pre-post tests across multiple grades (traditional instruction)
    • Short intervention experiments
    • Developing carefully designed assessments to gauge learning performances
    • Tracking individual student progress over time
    • Interviews with individuals of varying levels of expertise
  • 18. Common Students Difficulties
    • Connecting across levels/ contexts/representations (atom vs. electron diagram, dry ice vs.. match, hierarchical)
    • Reasoning about invisible stuff (ground water)
    • Mechanisms and processes (ground water transport)
    • Vernacular interference / leverage (match vs. fat)
    • Model and theory-based reasoning
  • 19. Questions
    • Nature of progression:
      • Path/ paths/ landscapes?
      • Nature of movement -cycles, multiple states
      • Context dependence
    • Nature of learning performances:
      • Integrate big ideas and practices
      • Quantifiable variables that measure learning outcomes
    • Nature of evidence:
      • Can we really rely on short terms studies, will we (and if so when) need to actually follow student learning over grades?
      • Wont instruction fundamentally change what students can do , and therefore the progression
    • Challenges for teaching
  • 20. Questions you had
    • What are essential attributes (nature & stuff)
    • How do we track student learning (tomorrow)
    • Language to describe LPs- What are they exactly? (what sort of framework)
    • Link between LPs and instruction
    • LPs impact of teaching and PD
    • How does an LP deal with external (prior) knowledge