1. Center for Curriculum Materials in Science AAAS, Michigan State University, Northwestern University, University of Michigan Organizers Andy Anderson, Michigan State University Beth Covitt, Michigan State University Karen Draney, University of California - Berkley Ravit Golan Duncan, Rutgers Joe Krajcik, University of Michigan Phil Piety, University of Michigan Shawn Stevens, University of Michigan CCMS Knowledge Sharing Institute 2006 Strand 3: Student Learning Characterizing Learning Progressions

2. Center for Curriculum Materials in Science AAAS, Michigan State University, Northwestern University, University of Michigan Develop common understanding of what we mean by a learning progression  Why, What, and How Examine why learning progressions are important Begin to appreciate some of the challenges involved in developing a learning progression Goals of Session

3. Center for Curriculum Materials in Science AAAS, Michigan State University, Northwestern University, University of Michigan Overview 2:30-2:45 Introductions, overview of session purpose, and group questions Three Examples related to the Structure of Matter -- each will address -- why, how and what 2:45 - 3:15Structure of Matter -- Shawn 3:15 - 3:45Carbon Cycle -- Andy, Beth, and Chris 3:45 - 4:00Break 4:00 - 4:30High School Chemistry -- Karen Draney 4:30 - 5:00Reflections and Commentary - Ravit Duncan 5:00 - 5:30Group Discussion

4. Center for Curriculum Materials in Science AAAS, Michigan State University, Northwestern University, University of Michigan Description of successively more sophisticated ways of thinking about a big idea Provide a framework for long-term development  Describes what it means to move towards more expert understanding in an area  Gauge increasing competence over time  A sequence of successively more complex ways of thinking about how an idea develops over time Consider how ideas build upon each other to form more complex practices or ideas Learning Progressions

5. Center for Curriculum Materials in Science AAAS, Michigan State University, Northwestern University, University of Michigan Learning is facilitated when new and existing knowledge is structured around big ideas or a conceptual framework rather than small, discrete bits of information. Learning develops as a continuous process with an individual continuously making links back and forth among ideas and not in linear, discrete steps. Learning difficult ideas takes time and often comes together as students work on a task that forces them to synthesize ideas. Yet, K – 12 science curricula are generally not structured to build and cycle back on ideas. Why Learning Progressions?

6. Center for Curriculum Materials in Science AAAS, Michigan State University, Northwestern University, University of Michigan The big idea should be revisited throughout K-12 schooling, so that knowledge becomes progressively more refined and elaborated Are not developmentally inevitable  Rather, instructional sequences to support student understanding  Can be developed for units of study, year of study, K - 5, middle school, high school or the entire K - 12 or K - 16 experience Should be based on what we know about student learning Important Considerations for Development

7. Center for Curriculum Materials in Science AAAS, Michigan State University, Northwestern University, University of Michigan Need to develop empirical support for proposed learning progressions  Little if any empirical evidence exists today. Many practical problems will confront researchers and teachers implementing learning progressions in classrooms  Not aligned with State standards  Materials are typically not structured in this fashion  Topics selected because of standardized test pressures Important Considerations for Development

8. Center for Curriculum Materials in Science AAAS, Michigan State University, Northwestern University, University of Michigan What would you like to learn?

9. Center for Curriculum Materials in Science AAAS, Michigan State University, Northwestern University, University of Michigan

10. Center for Curriculum Materials in Science AAAS, Michigan State University, Northwestern University, University of Michigan PhysicsChemistryEarth Science Life Science 6th 7th 8th Student Understanding How a Scientific Idea Typically Develops

11. Center for Curriculum Materials in Science AAAS, Michigan State University, Northwestern University, University of Michigan PhysicsChemistryEarth Science Life Science 6th 7th 8th Student Understanding Development of Scientific Idea: Learning Progression Over Time

12. Center for Curriculum Materials in Science AAAS, Michigan State University, Northwestern University, University of Michigan The core concepts and principles represent the ‘big ideas’ of the field. Big ideas  help learners understand a variety of ideas about field  provide insight into the development of the field or have a key influence on explaining the major ideas in the domain  provide ideas/models to explain a range of phenomena  allow learners to intellectually make individual, social, and political decisions regarding science and technology. What are Big Ideas