Learning Progression

Using Learning Progression Research in Classroom Settings

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

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

Author(s): 
Clements, Douglas
Barrett, Jeffrey
Sarama, Julie
Cullen, Craig
McCool, Jenni
Witkowski-Rumsey, Chepina
Klanderman, David
Contact Info: 
Publication Type: 
Journal
Year: 
2012
Month: 
January
In press?: 
In Press
Resource Format: 

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

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
Year: 
2011

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

Presenter(s): 
Nancy Butler Songer
Philip Myers
James H. Beach
Vanessa L. Peters
Contact Info: 
Year: 
2010
Month: 
December

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

Presentation Type: 
Target Audience: 

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