Learning Progression

Using Learning Progression Research in Classroom Settings

Learning Progression
Teacher Practice
Day: 
Fri

Learning-progression research creates new possibilities for improving teaching practice while creating new challenges. Five projects exchange views focusing on problems of teaching practice.

Date/Time: 
10:30 am to 12:30 pm
Session Type: 
PI-organized Discussion
Presenters: 
Charles Anderson
Marianne Wiser
Kristin Gunckel
Nancy Songer
Brian Reiser
Location: 
Regency B
Session Materials: 
PDF icon Anderson_PPT.pdf
PDF icon Gunckel_PPT.pdf
PDF icon Songer_PPT.pdf
SESSION AUDIO RECORDING

This session includes five projects engaged in design research to develop learning progression–based frameworks, assessments, and teaching practices/materials. The session focuses on five problems of practice that all of the projects face—where learning progression research creates new possibilities for improving current teaching practice while creating new challenges.

References: 

Evaluating and Improving a Learning Trajectory for Linear Measurement in Elementary Grades 2 and 3: A Longitudinal Study

Submitted by Jeffrey Barrett on

Mathematics
Measurement
Learning Progression
Elementary School
Author(s): 
Clements, Douglas
Barrett, Jeffrey
Sarama, Julie
Cullen, Craig
McCool, Jenni
Witkowski-Rumsey, Chepina
Klanderman, David
Contact Info: 
jbarrett@ilstu.edu
Publication Type: 
Journal
Year: 
2012
Month: 
January
In press?: 
In Press
Access Link: 
http://dx.doi.org/10.1080/10986065.2012.625075
Resource Format: 
Webpage/Website

We examined children’s development of strategic and conceptual knowledge for linear measurement. We conducted teaching experiments with eight students in grades 2 and 3, based on our hypothetical learning trajectory for length to check its coherence and to strengthen the domain-specific model for learning and teaching.We checked the hierarchical structure of the trajectory by generating formative instructional task loops with each student and examining the consistency between our predictions and students’ ways of reasoning.

Combining Learning and Assessment to Improve Science Education

Learning Progression

Linn, M. C., & Chiu, J. (2011). Combining learning and assessment to improve science education. Research and Practice in Assessment, 5(Winter 2011), 4-13.

Author/Presenter: 
Marcia Linn
Jennifer Chiu
Lead Organization(s): 
University of California, Berkeley (UC Berkeley)
University of Virginia (UVA)
Year: 
2011
Resource(s): 
PDF icon Linn.Chiu_2011_ Combining learning and assessment to improve science ed.pdf

Change Thinking for Global Science: Fostering and Evaluating Inquiry Thinking About the Ecological Impacts of Climate Change

Submitted by Vanessa Peters on

Presenter(s): 
Nancy Butler Songer
Philip Myers
James H. Beach
Vanessa L. Peters
Contact Info: 
vlpeters@umich.edu
Year: 
2010
Month: 
December
File: 
PDF icon Songer_ChangeThinking.pdf
Access Link: 
http://www.essentialscience.umich.edu/

Project Summary

During the lifetimes of our current middle and high school students, it is likely that our planet will undergo more anthropogenic change than it has during all of human history to date. The project is utilizing a learning progression approach for the systematic design of coordinated curriculum, tool, and assessment products focused on climate change biology. This work will provide an empirical and theoretical basis for critical concept development about the impacts of climate change on living systems.

Research Questions

Discipline / Topic: 
Biology
Climate Change
Curriculum
Educational Technology
Learning Progression
Presentation Type: 
Poster
Target Audience: 
Middle School
High School

Pages

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