Learning Progressions: A Discussion

Learning Progressions: A Discussion

Ravit Golan Duncan

Rutgers University

Ravit Golan Duncan

Rutgers University

Learning ProgressionsLearning Progressions

What are they (nature of LP) Why we need them (motivation) How do we build them

What are they (nature of LP) Why we need them (motivation) How do we build them

CommonalitiesCommonalities

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

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

Contrast to standardsContrast 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

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

Performance

More extensive research based Organization based on big

ideas/practices

Leads to development of assessments that can evaluate progression

Strives for cutting edge

DifferencesDifferences

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

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

MotivationMotivation

Environmental literacy- informed and active citizenry

Environmental literacy- informed and active citizenry

Environmental literacyEnvironmental 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.

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.

MotivationMotivation

Environmental literacy- informed and active citizenry

Students superficial understanding of current school science content (standards-based)

Environmental literacy- informed and active citizenry

Students superficial understanding of current school science content (standards-based)

Motivation

Students who can write this equation for combustion:

CH4 + 2O2 CO2 + 2H2O

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)

MotivationMotivation

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)

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)

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

Nature of ProgressionNature 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

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

The “Stuff” of ProgressionsThe “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

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

The “Stuff” of ProgressionsThe “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 reasoningnovice

expert

stud

ent

unde

rsta

ndin

gProgress variables linked to curriculum

The “Stuff” of ProgressionsThe “Stuff” of Progressions

Student levels of understanding Matter Change

III. Formulation

II. RecognitionAtomic symbols,

octet ruleChemical equations,

conservation of mass

(atoms/stuff/grams)

I. Notions Solid, liquid, gas Stuff happens

number

molemass macro

particulate

conservation

The “Stuff” of ProgressionsThe “Stuff” of Progressions

An intricate web of interconnected concepts

States of Matter

Forces & Interactions

Properties of Matter

Chemical Reactions

Conservation of Matter

Atoms & Molecules

Multidimensional

How do we know?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

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

Common Students DifficultiesCommon 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

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

QuestionsQuestions 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

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

Questions you hadQuestions 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

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