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  • Johnson Brock poster - Michigan State UniversityTitle: Johnson Brock poster.pptx Author: Martin Brock Created Date: 7/1/2009 12:46:00 PM
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USING LEARNING PROGRESSIONS TO DEVELOP AND IMPLEMENT AN INQUIRY MODEL FOR FORCE AND MOTION AT K‐5 LEVEL Diane Johnson, Lewis County Schools, KY MarHn Brock, Eastern Kentucky University Force and MoHon Learning Progression Thanks to Kentucky Department of Educa6on for the MSP funding enabling this project, PIMSER and the University of Kentucky for coordina6ng it, and K‐5 teachers of Lewis and Fleming coun6es in Kentucky for their forbearance. IHE science faculty and teacher curriculum specialists implemented a model for teacher development with intensive involvement of 34 K‐5 teachers from two rural districts in NE Kentucky over a two‐year period. The KY science standards were used as a framework for construc6ng learning progressions and linked guided inquiry ac6vi6es in the content area of force and mo6on. Our research ques6ons concern the development and structure of learning progressions, their impact on developing curricular materials, and the effect they have on teacher and student cogni6ve development in the area of force and mo6on. The learning progressions were developed through an itera6ve process during which teachers in each grade level gained familiarity with content and pedagogy for all grades. This enabled the leadership team to learn from the teachers what would be meaningful at each grade level, in addi6on to the teachers themselves gaining comfort with science content. Pre‐post tes6ng of content knowledge, ongoing forma6ve assessment, feedback surveys, and classroom observa6ons permiRed insight into teachers’ ini6al knowledge base in these areas and changes in their concep6ons of scien6fic ideas, as well as the impact of the project on student learning. Abstract The Partnering to Progress (P2P) project is a Kentucky state Math Science Partnership (MSP), which began in September, 2007 and has been extended through September, 2010. The partners consist of thirty‐four K‐5 teachers from eight elementary schools in two small, rural districts in northeastern Kentucky, science specialists from the Partnership Ins6tute for Math and Science Educa6on Reform (PIMSER) of the University of Kentucky, science faculty from UK and Eastern Kentucky University, and one district curriculum specialist from each district. The goals of the project are to 1) enhance science content knowledge of K‐5 teachers in physical science, specifically proper6es of maRer, heat and temperature, and force and mo6on; 2) enhance the ability of K‐5 teachers of science to implement instruc6on that leads to effec6ve student learning of the iden6fied content; and 3) develop administrators’ knowledge and skills to provide effec6ve instruc6onal feedback and support of high quality science teaching and learning. Project ac6vi6es consist of monthly cadre mee6ngs with all partners, a 5‐day summer ins6tute, classroom observa6ons, analysis of student work, and bimonthly principal mee6ngs. Over 2400 elementary students will benefit from the coherent and progressive instruc6onal units. Principals from each school selected five teachers of science (2 primary, 2 intermediate, 1 special educa6on), except for the two smallest schools (one from each district), which have one primary and one intermediate representa6ve, to aRend the monthly cadre mee6ngs, which are focused on enhancing the science content and pedagogical content knowledge of the par6cipa6ng elementary teachers. From September, 2007 to May, 2008, the content focus was on force and mo6on. For five days in June, 2008, the par6cipa6ng teachers worked through the force and mo6on instruc6onal units for two grade levels (K and 1, 2 and 3, 4 and 5) that were developed by the university partners and district curriculum specialists. Par6cipa6ng teachers implemented the units and trained all other elementary teachers of science across their district to use the units from August, 2008 to January, 2009. At this 6me, all students, K‐5, in both districts have been taught using the draa instruc6onal units Project DescripHon Learning Progressions Lead to AcHviHes Kentucky Core Content for Assessment By the end of 4 th grade Correlated Learning Progression Statement Grade Level AcHvity Students will interpret or represent data related to an object’s straight‐line mo6on in order to make inferences and predic6ons of changes in posi6on and/or 6me. An object’s mo6on can be described by measuring its change in posi6on over 6me such as rolling different objects (e.g., spheres, toy cars) down a ramp. Collec6ng and represen6ng data related to an object’s mo6on provides the opportunity to make comparisons and draw conclusions. Interpret posi6on vs 6me graph; be able to tell types of mo6on with graph (fast/slow) Using a Go! Mo6on detector, students collect 6me and distance data for either a metal ball rolling down a track, a Kick‐Dis traveling down the hall, or a super ball rolling across a table. Student groups post their data, and the teacher leads a discussion describing the data, looking for paRerns in the data, and generalizing about uniform mo6on from the data. Students calculate their object’s speed. Comparison of Students’ Pre and PosUest Scores for Force and MoHon of ParHcipaHng Teachers Conclusion *Pre/post difference is not significant **Pre/post difference is significant at p<0.005 A partnership of teachers and curriculum specialists worked with IHE faculty to develop a novel approach to thinking about force and mo6on standards using learning progressions. We showed that well‐craaed progressions have a direct link with curricular planning for teachers and that student work is posi6vely impacted through this linkage. We are currently applying this general approach to the area of the structure and transforma6on of maRer, and in the future expect to apply it to other science disciplines.

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Page 1: Johnson Brock poster - Michigan State UniversityTitle: Johnson Brock poster.pptx Author: Martin Brock Created Date: 7/1/2009 12:46:00 PM

USINGLEARNINGPROGRESSIONSTODEVELOPANDIMPLEMENTANINQUIRYMODELFORFORCEANDMOTIONATK‐5LEVEL

DianeJohnson,LewisCountySchools,KYMarHnBrock,EasternKentuckyUniversity

ForceandMoHonLearningProgression

ThankstoKentuckyDepartmentofEduca6onfortheMSPfundingenablingthisproject,PIMSERandtheUniversityofKentuckyforcoordina6ngit,andK‐5teachersofLewisandFlemingcoun6esinKentuckyfortheirforbearance.

IHEsciencefacultyandteachercurriculumspecialistsimplementedamodelforteacherdevelopmentwithintensiveinvolvementof34K‐5teachersfromtworuraldistrictsinNEKentuckyoveratwo‐yearperiod.TheKYsciencestandardswereusedasaframeworkforconstruc6nglearningprogressionsandlinkedguidedinquiryac6vi6esinthecontentareaofforceandmo6on.Ourresearchques6onsconcernthedevelopmentandstructureoflearningprogressions,theirimpactondevelopingcurricularmaterials,andtheeffecttheyhaveonteacherandstudentcogni6vedevelopmentintheareaofforceandmo6on.Thelearningprogressionsweredevelopedthroughanitera6veprocessduringwhichteachersineachgradelevelgainedfamiliaritywithcontentandpedagogyforallgrades.Thisenabledtheleadershipteamtolearnfromtheteacherswhatwouldbemeaningfulateachgradelevel,inaddi6ontotheteachersthemselvesgainingcomfortwithsciencecontent.Pre‐posttes6ngofcontentknowledge,ongoingforma6veassessment,feedbacksurveys,andclassroomobserva6onspermiRedinsightintoteachers’ini6alknowledgebaseintheseareasandchangesintheirconcep6onsofscien6ficideas,aswellastheimpactoftheprojectonstudentlearning.

Abstract

ThePartneringtoProgress(P2P)projectisaKentuckystateMathSciencePartnership(MSP),whichbeganinSeptember,2007andhasbeenextendedthroughSeptember,2010.Thepartnersconsistofthirty‐fourK‐5teachersfromeightelementaryschoolsintwosmall,ruraldistrictsinnortheasternKentucky,sciencespecialistsfromthePartnershipIns6tuteforMathandScienceEduca6onReform(PIMSER)oftheUniversityofKentucky,sciencefacultyfromUKandEasternKentuckyUniversity,andonedistrictcurriculumspecialistfromeachdistrict.Thegoalsoftheprojectareto1)enhancesciencecontentknowledgeofK‐5teachersinphysicalscience,specificallyproper6esofmaRer,heatandtemperature,andforceandmo6on;2)enhancetheabilityofK‐5teachersofsciencetoimplementinstruc6onthatleadstoeffec6vestudentlearningoftheiden6fiedcontent;and3)developadministrators’knowledgeandskillstoprovideeffec6veinstruc6onalfeedbackandsupportofhighqualityscienceteachingandlearning.Projectac6vi6esconsistofmonthlycadremee6ngswithallpartners,a5‐daysummerins6tute,classroomobserva6ons,analysisofstudentwork,andbimonthlyprincipalmee6ngs.Over2400elementarystudentswillbenefitfromthecoherentandprogressiveinstruc6onalunits. Principalsfromeachschoolselectedfiveteachersofscience(2primary,2intermediate,1specialeduca6on),exceptforthetwosmallestschools(onefromeachdistrict),whichhaveoneprimaryandoneintermediaterepresenta6ve,toaRendthemonthlycadremee6ngs,whicharefocusedonenhancingthesciencecontentandpedagogicalcontentknowledgeofthepar6cipa6ngelementaryteachers.FromSeptember,2007toMay,2008,thecontentfocuswasonforceandmo6on.ForfivedaysinJune,2008,thepar6cipa6ngteachersworkedthroughtheforceandmo6oninstruc6onalunitsfortwogradelevels(Kand1,2and3,4and5)thatweredevelopedbytheuniversitypartnersanddistrictcurriculumspecialists.Par6cipa6ngteachersimplementedtheunitsandtrainedallotherelementaryteachersofscienceacrosstheirdistricttousetheunitsfromAugust,2008toJanuary,2009.Atthis6me,allstudents,K‐5,inbothdistrictshavebeentaughtusingthedraainstruc6onalunits

ProjectDescripHon

LearningProgressionsLeadtoAcHviHes

KentuckyCoreContentforAssessment

Bytheendof4thgrade

CorrelatedLearningProgressionStatement

GradeLevelAcHvity

Studentswillinterpretorrepresentdatarelatedtoanobject’sstraight‐linemo6oninordertomakeinferencesandpredic6onsofchangesinposi6onand/or6me.Anobject’smo6oncanbedescribedbymeasuringitschangeinposi6onover6mesuchasrollingdifferentobjects(e.g.,spheres,toycars)downaramp.Collec6ngandrepresen6ngdatarelatedtoanobject’smo6onprovidestheopportunitytomakecomparisonsanddrawconclusions.

Interpretposi6onvs6megraph;beabletotelltypesofmo6onwithgraph(fast/slow)

UsingaGo!Mo6ondetector,studentscollect6meanddistancedataforeitherametalballrollingdownatrack,aKick‐Distravelingdownthehall,orasuperballrollingacrossatable.Studentgroupsposttheirdata,andtheteacherleadsadiscussiondescribingthedata,lookingforpaRernsinthedata,andgeneralizingaboutuniformmo6onfromthedata.Studentscalculatetheirobject’sspeed.

ComparisonofStudents’PreandPosUestScoresforForceandMoHonofParHcipaHngTeachers

Conclusion

*Pre/postdifferenceisnotsignificant**Pre/postdifferenceissignificantatp<0.005

ApartnershipofteachersandcurriculumspecialistsworkedwithIHEfacultytodevelopanovelapproachtothinkingaboutforceandmo6onstandardsusinglearningprogressions.Weshowedthatwell‐craaedprogressionshaveadirectlinkwithcurricularplanningforteachersandthatstudentworkisposi6velyimpactedthroughthislinkage.Wearecurrentlyapplyingthisgeneralapproachtotheareaofthestructureandtransforma6onofmaRer,andinthefutureexpecttoapplyittoothersciencedisciplines.

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