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 arogat@gmail.com

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 !