sponsors include the hewlett foundation, pearson education, and national science foundation...
TRANSCRIPT
Sponsors include the Hewlett Foundation, Pearson Education, and National Science Foundation
Developing Learning Progressions in Support of the New Science
Standards
Aaron RogatConsortium for Policy Research in Education
Teachers College, Columbia University
Outline
I. Overview of Learning ProgressionsA. Key Elements B. One Example
II. Overview of project: Give sense of what doingA. Key elements of our Learning ProgressionsB. Products of our work [framework and examples]
III. Feed back, recruit reviewers
Panelists Who Informed Report on LPs
Charles (Andy) Anderson, Michigan State University Alicia Alonzo, Michigan State University Karen Draney, University of California-Berkeley, BEAR Ravit Golan Duncan, Rutgers University Amelia Gotwals, Michigan State University Janice Earl, National Science Foundation Joseph Krajcik, University of Michigan Richard Lehrer, Vanderbilt University Charles Luey, Pearson Education Ron Marx, University of Arizona Mike Padilla, University of Georgia James Pellegrino, University of Illinois-Chicago Linda Reddy, Pearson Education Brian Reiser, Northwestern University Ann Rivet, Teachers College, Columbia University Jo Ellen Roseman, Project 2061, AAAS Leona Schauble, Vanderbilt University Mark Wilson, University of California-Berkeley, BEAR
What Problems & Questions Can Learning Progressions Address?
How do students’ understandings and abilities to use core ideas develop over time?
How can a sequence of instructional experiences be identified to promote optimal progress for most students?
How can students’ progress towards targeted understandings and abilities be monitored and diagnosed?
How can we develop standards that reflect achievable performance expectations?
What are Learning Progressions in Science?
Empirically grounded and testable hypotheses about how students’ understandings and abilities to use core science ideas develop and become more sophisticated over time
(Corcoran, Mosher and Rogat, 2009)
Components of a Learning Progression
Targets of Progressions• Understanding of core science ideas and practices
at the levels thought to support postsecondary success; The end points society cares about
Starting Points • Children’s initial, or early, ideas and ways of
thinking that they bring with them.
In between• Hypothesized intermediate levels through which
understandings shift towards more sophisticated understandings and serve as leverage to next level of understanding.
Other Key Features of a Useful LP
Levels of Achievement Describe changes in thinking or ability
Progress variables Capture change in understanding along some key dimensions of understanding and are instantiated by assessment items[attempt to identify clear areas of progress]
Learning performances A cross between science content and practice
AssessmentsInformed by Learning Performances
Instructional context considered
Validation of Learning Progressions:Validation of Learning Progressions:What is being done?What is being done?
Construct validity
Validate hypothesized sequence of partial or intermediate levels of understanding en route to the target understanding or ability
Research groups are collecting evidence to test their hypothesized progressions with data from students
longitudinal or cross-sectional data
Questions?
Flow of Matter and Energy in Ecosystems: Big IdeasAnderson, Mohan & colleagues
Combustion, cellular respiration
Photosynthesis
Matter: CO2, H2O, and minerals
Matter: Organic matter & O2
Biosynthesis, digestion, food webs, fossil fuel
formation
Movement of CO2, H2O, and minerals
Energy: Sunlight
Energy: Chemicalpotential energy
Energy: Work& heat
Progress Variables Identified & Aligned to Scientific Ideas
Here progress variables are informed by events thatstudents at all levels can think about (macroscopic events).
Scientific Accounts[upper levels]
Generating organic carbon
Transforming organic carbon
Oxidizing organic carbon
PhotosynthesisBiosyn-thesis
Digest-ion
Biosyn-thesis
Cellular respiration
Macroscopic events
Plant Growth Animal GrowthBreathing, exercise
Weight lossDecay
Testing and Revising Learning Progression
Learning Performances Accounts: Explanations and Predictions
Assessments for idea Carbon compound Generation: When an acorn
grows into a tree, where does the increase in mass come from?
Assessments for carbon-compound Transformation: Explain how an infant grows. Where does her mass come from?
Cross-sectional study independent of curriculum grades 4- 12 >300 Ss across diff countries
Learning Progression Level Accomplishments Limitations
Level 3: Causal sequences of events with hidden mechanisms
Stories involving hidden mechanisms (e.g., body organs).Recognition of events at microscopic scale.Descriptions of properties of solid and liquid materials.Tracing matter through most physical changesCoherent stories of food chains.
Matter (especially gases) not clearly distinguished from conditions or forms of energy.O2-CO2 cycle separate from other events
of carbon cycle (e.g., plant and animal growth, decay, food chains).Macroscopic events (e.g., growth, breathing) are associated with specific organs (e.g., stomach, lungs) rather than cellular processes.
Level 2: Event-based narratives about materials
Coherent stories that focus on causation outside of human agency (e.g., needs of plants and animals). Clear distinctions between objects and the materials of which they are made.Tracing matter through simple physical changes (e.g., pouring, flattening a ball of clay)
Focus on reasons or causes for events rather than mechanisms (e.g., “the wood burns because a spark lit it”).Vitalistic explanations for events involving plants and animals (e.g., “the tree needs sunlight to live and grow”).Carbon-transforming events are not seen as changes in matter.
Level 1: Human-based narratives
Coherent stories about macroscopic events such as plant and animal growth, eating, and burning. Naming objects and materials
Focus on human agency and human analogies in stories and explanations. For example, plants and animals are classified by relationship to humans (pets, flowers, weeds) and given human needs and emotions. Human causes of events are emphasized (e.g., “The match burns because you strike it.”)
Progression ContinuedLevel 5: Qualitative model-based accounts
Model-based accounts of all carbon transforming processes.Ability to understand and use information about chemical composition of organic substances.Clear accounting for role of gases in carbon-transforming processes.
Difficulty with quantitative reasoning that connects atomic-molecular with macroscopic and large-scale processes (e.g., stoichiometry, global carbon fluxes).Difficulty with quantitative reasoning about risk and probability.
Level 4: “School science” narratives about processes
Stories of events at atomic-molecular, macroscopic, and large scales.Gases clearly identified as forms of matter and reactants or products in carbon-transforming processes.Some knowledge of chemical identities of substances.
Mass of gases not consistently recognized.Incomplete understanding of chemical identities of substances and atomic-molecular models of chemical change leads to impossible accounts of what happens to matter in photosynthesis, combustion, cellular respiration (e.g., matter-energy conversions).
Highlighted Features in Review
Focused on core ideas (or big ideas) in science
Levels of understanding informed by a theory of how students learn the core idea [initial hypotheses informed by review of existing research]
Student achievement informed by learning performances reflecting an integration of science content and science practice
Assessment data from students used to inform revision of progression
Questions?
Developing Hypothetical LearningProgressions in Support of New
Science Standards
One year grant from National Science Foundation
Meant to support state science supervisors [and potentially district science supervisors]
Main Objective
Develop hypothetical learning progressions that elaborate upon four core ideas from NRC framework
Use existing research inform hypothesized progression
Bring together experts studying learning
PurposePrimary Aims:
Help inform the revision of science standards after states receive the new national science standards
Help inform the selection or design of curricula and assessments by states or their local school districts
Secondary Aims:
Provide a vehicle (in the form of a learning progression) to bridge research and practice.
Stimulate more discussion and research on learning progressions around the country.
Consultants on Working Groups
Life Science: Brian Reiser, Northwestern Univ., chair Andy Anderson, Michigan State Univ. Richard Lehrer, Vanderbilt Univ. David Kanter, New York Hall of Sci Jennifer Hicks, Indiana DOE
Physical Sciences Joseph Krajcik, Univ. of Mich, Chair Marianne Wiser, Clark Univ. Fred Goldberg, San Diego State Univ. Shawn Stevens, Univ of Mich Jacob Foster, Massachusetts DOE
Ideas We Are Addressing
Ideas for Life Sci Working Group to target LS4.B-D: Evolution LS 3.B: Flow of matter & energy in ecosystems LS1.C: Flow of matter & energy in organisms
Ideas for Physical Sci Working group to target PS1.A&B: Structure and Properties of Matter PS3.A&B: Energy forms & energy
transformations
Key elements of Our Hypothetical Learning Progressions
Levels of understanding Using ideas from NRC framework consider research to
review what is appropriate, or may need revision Articulate students’ use of ideas to form explanations What is progressing in student thinking between levels?
Student ideas, boundaries, rationales What should we look for (or not look for) in student
thinking? What difficulties might student face with certain ideas How might we sequence ideas between and within a
grade band?
Learning Performances cross of content and practice
General features of phenomena and learning experiences aimed as supporting progression
For each component idea targeted:
Core Science Practices Identified1. Questioning
2. Find, evaluate, and communicate information
3. Designing Investigations
4. Collecting, representing, and analyzing data
5. Explanation and prediction
6. Modeling
7. Argumentation
All (but #2) are consistent with the NRC framework; Taking Science to School/Ready, Set, Science; & College Board Standards for College Success
#2 is consistent with common core reading and writing standards and 21st Century skills.
Level 1 (Grades k-2 ) Content Statements from NRC framework (or added, revised, or modified)
StudentExplanations
What changes in Student thinking
Rationale, Boundaries &Student Ideas
Learning Performances
Phenomena & Sample Experiences
Connections to level 1
Level 2 (Grades 3-5 ) Content Statements from NRC framework (or added, revised, or modified)
StudentExplanations
What changes in student thinking
Rationale, Boundaries &Student Ideas
Learning Performances
Phenomena & Sample Experiences
Connections to Level 2
Level 3 (Grades 6-8 ) Content Statements from NRC framework (or added, revised, or modified)
StudentExplanations
What changes in Student thinking
Rationale, Boundaries &Student Ideas
Learning Performances
Phenomena & Sample Experiences
Connections to level 3
One Representation for LP (table)
Note: We will continue to refine the representation
Another Representation is To be Determined
Potentially a Narrative description
Articulates connections across columns and rows, and emphasizes what is progressing.
May provide more elaboration of the thinking that guided development of the progressions.
Draft Example Hypothetical LP
Flow of matter through Ecosystems and Organisms
Time Line
Drafts ready for External Review June 14, 2011
Final draft ready for distribution Aug 31, 2011
Comments from State Science Supervisor on Project:
Jenny Hicks
How could you use this work?
What do you see as potentially most useful?
Note: Jake Foster also on Project
Questions and Feedback
Anybody interested in reviewing?Email [email protected]
1. What would you like to see in the framework (the table representation) that we do not have?
2. What do you think about these science practices?
3. With regard to the specific example DRAFT progressions examined:
a. Could you follow the logic in the columns and rows?
b. Suggestions on how to better organize or communicate the information?
4. How do you think you might use this work?
Questions about Project and work?
Thank You !