Transcript Document

The Role of Learning
Progressions in Common Core
Curriculum Design and
Professional Learning
K-2 Mathematics and ELA
Community of Practice, March 2013
Presenters: Michelle Compton, Maidie Meckley, Beth Severson
School District of Manatee County: Teaching and Learning
Division
Needs Assessment: Support Teacher
Effectiveness
• Where are my students in their learning?
• Where are they going?
• How do we get there?
Needs Assessment: Improve Student
Achievement
• Where am I going?
• Where am I now?
• How do I get there?
Anchoring Teaching and Learning
Reform: The Foundation
Teaching and
Learning Cycle
Additional Concerns Associated with
Prior Curriculum
• Same standard in multiple units-no elaboration
on how student expectations from unit to unit
were different
• Sequence complaints-no rationale other than
textbook sequence
• Reliance on textbooks and page turning as
lesson planning
• Misuse/Disuse of (required) Unit Assessments
• Inconsistent assessment of student
achievement/progress
Learning Progressions and the Common
Core State Standards
• “The Common Core State Standards in mathematics were built
on progressions: narrative documents describing the progression
of a topic across a number of grade levels, informed both by
research on children's cognitive development and by the logical
structure of mathematics. These documents were spliced
together and then sliced into grade level standards.” (from the
Progressions Documents Project, University of Arizona, Chair:
Bill McCallum)
• The CCR standards anchor the document and define general,
cross‐disciplinary literacy expectations that must be met for
students to be prepared to enter college and workforce training
programs ready to succeed. The K‐12 grade‐specific standards
define end‐of‐year expectations and a cumulative progression
designed to enable students to meet college and career readiness
expectations no later than the end of high school.” (CCSS
Introduction p. 4)
Why Learning Progressions?
When teachers begin with a possible learning path
in mind they…
• Consider strategies for instructional scaffolding to get students to
the next stage of learning
• Use formative & summative assessments “strategically” and more
frequently; they value “uncovering student thinking”
• Collaboratively analyze student work creating a deeper
understanding of how learning develops
• Uncover “flawed assessments” they have been using
• Use smaller, more targeted assessment and pre-assessments (of prerequisite skills) at the start of a unit=better information about
learning
• Adjust instruction according to what students CAN do, not what
they CANNOT do
• Shift perceptions, especially of their lower performing students &
what to do next to support learning
(K. Hess, Center for Assessment 2012)
What are learning progressions?
• “descriptions of the successively more
sophisticated ways of thinking about an idea that
follow one another as students learn” (Wilson &
Bertenthal, 2005)
• “a picture of the path students typically follow as
they learn…a description of skills,
understandings, and knowledge in the sequence
in which they typically develop” (Masters &
Forster, 1996)
• “a sequenced set of subskills and bodies of
enabling knowledge that, it is believed, students
must master en route to mastering a more
remote curricular aim” (Popham, 2008)
• “a description of how student understanding or
learning can or should develop over time”
(Gong, 2008)
Vertical development over time
Macro to Micro-Progressions
• Top Down vs. Bottom Up development
• Learning Progression Grain Size
Designing the Process
• Four Interrelated Guiding Principles of Learning
Progressions
▫ LPs are developed (and refined) using available
research (GP1)
▫ LPs have clear binding threads that articulate the
essential/core concepts and processes (GP2)
▫ LPs articulate movement toward increased
understanding (GP3)
▫ LPs go hand-in-hand with well-designed/aligned
assessments (GP4)
(Hess, 2008)
Designing the Process
• LPs are developed (and refined) using available
research (GP1)
▫ Content experts, access to and time to review recent
and relevant content-specific research
• LPs have clear binding threads that articulate the
essential/core concepts and processes (GP2)
▫ Conceptual unifying threads
• LPs articulate movement toward increased
understanding (GP3)
▫ Cognitive complexity
• LPs go hand-in-hand with well-designed/aligned
assessments (GP4)
▫ Assessment development
Unpacking the Standards
• KUD
▫ Used content-specific research to identify the
Knowledge, Skills, and Understandings
represented by each standard (GP1)
▫ Emphasized the importance of Enduring
Understandings-Unifying Threads (GP2)
• Learning Progression Development
• Multiple Stages of Review/Refinement
Unpacking the Standards
• KUD
• Learning Progression Development (GP3)
▫ Developed learning goals (proficiency targets)
▫ Sequenced based on depth of knowledge/cognitive
complexity
▫ Vertical articulation (building from and building
to)
• Multiple Stages of Review/Refinement
▫ Vertical
▫ Grade Level across Domains
▫ Research
Identifying Instructional Units
• Learning Progression Posters
• Connections (co-variance)
• Understandings provide the connecting thread
for units
• Sequence decisions are made based on a
coherent vision for the progressive acquisition of
concepts and skills. (GP2 and 3)
Developing Scales
• To solve the problem of inconsistent rubrics
from teacher to teacher, it is necessary to
develop a systematic approach to rubric design.”
(Marzano, 2010).
• Learning progressions for units are then laid out
on a scale
▫ Identifies the unit proficiency target(s)-Level 3
▫ Identifies the less complex targets-Levels 1 and 2
▫ Identifies the next stage in the progression as
Level 4
Assessments and Instruction
• Assessments are developed based on the scale
for the unit. (GP3 and 4)
• Instructional strategies and resources are then
identified which align with the learning
progression for the unit.
Why Learning Progressions?
When teachers begin with a possible learning path
in mind they…
• Consider strategies for instructional scaffolding to get students to
the next stage of learning
• Use formative & summative assessments “strategically” and more
frequently; they value “uncovering student thinking”
• Collaboratively analyze student work creating a deeper
understanding of how learning develops
• Uncover “flawed assessments” they have been using
• Use smaller, more targeted assessment and pre-assessments (of prerequisite skills) at the start of a unit=better information about
learning
• Adjust instruction according to what students CAN do, not what
they CANNOT do
• Shift perceptions, especially of their lowers performing students &
what to do next to support learning
(K. Hess, Center for Assessment 2012)
Learning Progressions and Professional
Development
Teaching and
Learning Cycle
Professional Learning: Foundation and
Framework
• Unpacking using the Curriculum Design Process
• Analysis of the documents/resources using the
T&L framework
• Design of Learning Progression Anchor Charts
• Using Learning Progressions and Conceptual
Threads
What’s Next?
• Develop ability for teachers to “zoom-out” of
learning progressions to explore vertically
• Refine learning progressions-link to student
work exemplars at each level of progression
• Explore how learning progressions can better
support our diverse learner population
Contact Information: Elementary
• Common Core Learning Progression Curriculum
Design for ELA K-5:
▫ Michelle Compton; Elementary Teaching and Learning
Specialist, School District of Manatee County (941751-6550, ext. 2105) [email protected]
▫ Beth Severson; Elementary Teaching and Learning
Specialist, School District of Manatee County (941751-6550, ext. 2007 ) [email protected]
• Common Core Learning Progression Curriculum
Design for Mathematics K-5:
▫ Maidie Meckley; Elementary Teaching and Learning
Specialist, School District of Manatee County (941751-6550, ext. 2117) [email protected]
Contact Information: Secondary
• Common Core Learning Progression Curriculum
Design for ELA 6-12:
▫ Lindy Carlson; Elementary Teaching and Learning
Specialist, School District of Manatee County (941751-6550, ext. 2026)
▫ Caroline Hoffner; Elementary Teaching and Learning
Specialist, School District of Manatee County (941751-6550, ext. 2292)
• Common Core Learning Progression Curriculum
Design for Mathematics 6-12:
▫ Joe McNaughton; Secondary Teaching and Learning
Specialist, School District of Manatee County (941751-6550, ext. 2110)
References
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Ainsworth, L. (2010). Rigorous Curriculum Design: How to Create Curricular Units of Study
that Align Standards, Instruction, and Assessment. Englewood, CO: Leadership and Learning
Center.
DeMeester, K. & Jones, F. (2010). “Formative Assessment for PK-3 Mathematics: A Review of
the Literature.” Available at
http://www.floridainclusionnetwork.com/Uploads/1/docs/Formative%20Assessment%20Lit%2
0Review%20FCR-STEM.pdf
Gong, B. (2008). Developing Better Learning Progressions: Some Issues and Suggestions for
Research and Policy. Center for Assessment. Available at
http://www.cpre.org/ccii/images/stories/ccii_pdfs/learning%20progressions%20gong.pdf
Heritage, M. (2008). “Learning Progressions: Supporting Instruction and Formative
Assessment. “ Paper prepared for the Formative Assessment for Teachers and Students (FAST)
State Collaborative on Assessment and Student Standards (SCASS) of the Council of Chief State
School Officers (CCSSO)
Hess, K. (2012). “Navigating the Common Core with Learning Progressions.” Presentation at the
National Conference on Student Assessment, Minneapolis, MN, June 2012.
Hess, K. (2008). “Developing and Using Learning Progressions as a Schema for Measuring
Progress.” National Center for the Improvement of Educational Assessment, Dover, NG, October
2007, updated February 2008.
Marzano, R. (2010). Formative Assessment and Standards Based Grading. Bloomington, IN:
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Popham, W. James. (2008). Transformative Assessment. Alexandria, VA: ASCD.