Join a discussion addressing how learning progression-based frameworks, assessments, and instruction can support teachers and students in developing increasingly sophisticated scientific knowledge and practice.
The goal of this session is to discuss possibilities, progress, and problems in using learning progression research to support improved assessment and instruction in middle school and high school classrooms.
In this session, several learning progression-related DR K–12 projects share findings and discuss questions around two issues:
1. Assessments. What progress have we made toward developing and validating learning progression-based assessment systems that can be used by classroom teachers to support instruction and student learning? Can those assessments also be used to monitor progress with respect to core science education documents such as the Next Generation Science Standards? How could/should/will this integration impact those engaged in science education research, teaching, teacher professional development, etc.?
2. Classroom instruction. What progress are we making toward developing learning progression-based instructional supports for classroom use? What types of teaching and learning beliefs and practices do teachers need to make effective use of learning progressions in the classroom? How do early adopter teachers make use of learning progressions in their instruction?
The discussion addresses both progress to date and future possibilities and issues, such as how continuing work in refining learning progression-based assessments, instructional materials, and professional development experiences can make learning progressions more useful and productive for classroom teaching and assessment.