2. Creating a Learning Progression

3. 1.Examine the examples provided in Lesson 2 and determine the model you would like to use to create your own learning progression 2.Identify your working team 3.Review the process that was used by others and create your own procedure 4.Decide on a format to represent the progression Slide 1 Creating a Learning Progression

4. Your Turn Handout 2.3.1 (Considerations) Decide on the extent and detail of the progression (e.g. a unit, one strand, one grade, several grades). What do you feel is manageable for you to develop? What do you think would be the most useful for you? Decide on the focus of the progression (concepts, skills, practices) Decide on relevant resources (national and state standards, curriculum, research, teacher professional knowledge) Slide 2

5. Your Turn Use your resources to identify the main concept/skill, the subconcepts/skills and their relationships (Hint: It may be helpful to graphically organize this information before attempting to make it into a progression) Lay out a sequence of learning for the concepts/skills that describe how students progressively increase their understanding or skill development Review your sequence: Does it correspond to how you think students learn? Do the skills and understandings identified build on one another? Slide 3

6. Turn & Talk Once you have a draft progression, pair up with another group and review each other’s progressions using these questions (Handout 2.3.2): To what extent are the major cognitive/skill building blocks in the learning progression included? To what extent is the progression of the building blocks apparent? Do these building blocks make sense in terms of the demands required for each cognitive move, that is, to move towards progressively more complex thinking and understanding? Overall, how realistic is this representation of how we think students learn this/these concept(s)/skill(s) in this domain? Slide 4

7. Try It Out Revise your progression based on the feedback you have received. Share your revised progression with teachers/content specialists or other colleagues at your school. Use the questions on Handout 2.3.2. Make any necessary revisions to your progression. Slide 5

9. On a scale of 1 to 5, rate the degree to which you have met the Module 2 success criteria (1 = not at all, 3 = somewhat, 5 = to a great extent): I can explain how learning progressions support formative assessment I can explain the the difference between standards, scope and sequence, and learning progressions I can describe how learning progressions can be developed I can develop a learning progression Check Your Learning