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Navigating the Common Cor e with L e ar ning Pr

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e ssions with L e ar ning Pr

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e ssions

Using L e ar ning Pr

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e ssions to Guide Cur r ic ulum Mapping, L

• c al

Asse ssme nt Use , & Ongoing Instr uc tional De c isions

National Confe r e nc e on Stude nt Asse ssme nt Minne apolis, MN June 2012

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p , Dr . Kar in He ss, Ce nte r for Asse ssme nt Khe ss@nc ie a.or g

P t ti O i Pr e se ntation Ove r vie w

 Distinguish learning progressions from content standards and curricular progressions p g  Explain the development process for the learning progressions frameworks (LPFs) project  Describe how some teachers are using learning progressions

 Mapping Curriculum & Designing Instruction  Strategic Uses of Assessment  Within-in Year Progress Monitoring

Karin Hess, Center for Assessment 2012 2

S ki d fi iti f L P Some wor king de finitions of L Ps

 “descriptions of the successively more sophisticated ways of thinking about an idea 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, y p , understandings, and knowledge in the sequence in which they typically develop” q y yp y p

(Masters & Forster,1996)

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De finitio ns (c o ntinue d)…

 Learning progressions propose the i t di t d t di th t intermediate understandings that are “reasonably coherent networks of ideas and ti th t t ib t t b ildi practices…that contribute to building a more mature understanding…the important id t l k lik th l t precursor ideas may not look like the later ideas, yet crucially contribute to their t ti ” construction.” (Taking Science to School, 2007)

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Disting uishing le a rning pro g re ssio ns Disting uishing le a rning pro g re ssio ns fro m c o nte nt sta nda rds

 The Common Core identifies endpoints – grade level targets for learning g g g  The Common Core does not suggest an instructional sequencing plan: “…just because q g p

j topic A appears before topic B in the standards … does not necessarily mean that topic A must be taught before topic B A teacher might prefer to taught before topic B. A teacher might prefer to teach topic B before A, or might choose to highlight connections… of her own choosing that leads to A

• r B” (CCSSM p. 5)

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t d d A standar d…

 3.OA-1: Interpret products of whole numbers e g interpret 5 × 7 as the total numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each For example describe a context in

• each. For example, describe a context in

which a total number of objects can be expressed as 5 × 7 expressed as 5 7.  3.OA-5: Apply properties of operations as strategies to multiply and divide strategies to multiply and divide

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A l i i A le ar ning pr

• gr

e ssion…

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4 I nte rre la te d Guiding Princ iple s 4 I nte rre la te d Guiding Princ iple s

• f L

e a rning Pro g re ssio ns (He ss, 2008)

 Based in research describing how understanding typically develops for most students over time  Organized around the big ideas of the discipline (goal: develop mental schemas; ability to transfer learning)  S t i t ti l i ( t li it ti )  Suggest an intentional mapping (not linear, iterative) as to how to teach and build upon earlier concepts to get to deeper understanding g p g  Guide assessment that allows for interpretations of Novice Expert performance based on where d l h h i d l i i students are along a hypothsized learning continuum

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No vic e – to – E xpe rt No vic e to E xpe rt Pe rfo rma nc e

“E stima te s o f ho w pe o ple o rg a nize info rma tio n in lo ng te rm me mo ry a re info rma tio n in lo ng -te rm me mo ry a re like ly to be mo re impo rta nt tha n e stima te s o f wo rking me mo ry e stima te s o f wo rking me mo ry c a pa c ity. Muc h o f wha t o ne kno ws is do ma in a nd ta sk spe c ific a nd do ma in- a nd ta sk-spe c ific a nd

• rg a nize d into struc ture s kno wn a s

sc he ma s ” sc he ma s.” (Kno wing What S

tude nts Kno w, 2001)

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Wha t que stio ns c a n le a rning Wha t que stio ns c a n le a rning pro g re ssio ns he lp us to a nswe r?

 How do students’ understandings and abilities to apply core ideas develop over abilities to apply core ideas develop over time?  How can a sequence of instructional experiences & core learnings be identified to promote optimal progress for most students?  H t d t ’ t d t t d  How can students’ progress towards targeted understandings and abilities be monitored and addressed with targeted instruction? d dd essed w ge ed s uc o ?

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Co mpo ne nts o f a L e a rning Co mpo ne nts o f a L e a rning Pro g re ssio n (Co rc o ra n, Mo she r, & Ro g a t, 2009)

 Desired Targets (defined by essential skills and core concepts) thought to support (postsecondary) success.  Starting Points

 Children’s initial or emerging ideas and ways of thinking

that they bring to school that they bring to school.  In between:

 A hypothesized ordered progression of the levels

through which understandings and skills shift and develop as the student progresses toward the desired target with focused instruction.

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T he L e a rning Pro g re ssio ns T he L e a rning Pro g re ssio ns F ra me wo rks (L PF s)

Developed by researchers and content experts synthesizing available research

 B b f i Bi Id f h t t di i li th d ib d  Began by framing Big Ideas of each content discipline, then described grade span learning targets, and indicators of progress found in the research  Organized by major strands & grade span (k-2, 3-4, 5-6, 7-8, 9-12)  Each strand includes a short research summary with key ideas  K-12 Progress Indicators (PIs)

 Generally sequenced using synthesis of empirical research  Larger grain size than what would be used for developing a single test

item – best for unit design, curriculum mapping, instructional planning

 Linked to related CC standards or parts of CC standards

p

 Some PIs are not linked to any standard, but included due to research

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T he L e a rning Pro g re ssio ns T he L e a rning Pro g re ssio ns F ra me wo rks (c o ntinue d)

 Seek to provide a coherent vision for learning across and within grades g  Present broad descriptions of the essential content and general sequencing for student learning and skill d l t h b d th f l i th t development: research-based pathways for learning that can guide lesson planning, and curriculum and assessment development K-12.  Do not simply ‘rearrange’ the Common Core standards; but attempt to show how standards can be “unpacked”/connected/ built upon during instruction unpacked /connected/ built upon during instruction

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L PF s suppo rt the unde rlying c o nc e pts L PF s suppo rt the unde rlying c o nc e pts

• f the “Asse ssme nt T

ria ng le ”

• Pr

e se nts a mode l of how stude nts r e pr e se nt knowle dge and de ve lop c ompe te nc e in a knowle dge and de ve lop c ompe te nc e in a subje c t domain;

• Guide s de ve lopme nt of tasks/ situations that

Guide s de ve lopme nt of tasks/ situations that allow one to obse r ve stude nt pe r for manc e ; and

• Offe r

s an inte r pr e tation me thod of dr awing p g infe r e nc e s fr

• m the pe r

for manc e e vide nc e .

(Kno wing what S

tude nts Kno w, 2001)

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A ‘Big Idea’ for Measurement

Measurement attributes, processes and tools help us processes, and tools help us quantify, compare, and solve bl i l i bj problems involving objects, situations, and events. ,

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LPF Grade 3 Measurement LPF Grade 3 Measurement

LPF Progress Indicators

Related Common Core Standards

 E.ME.1d describe and demonstrate: unit attributes, iterating, tiling, identical units number line intervals

 3.MD-1, 4, 5, 6, 7a, 7c, 7d



MD-1: representing problem on a

identical units, number line intervals, standardization, proportionality, additivity, and origin  E.ME.1e justify the need for

number line diagram



MD-4: Show data by making a line plot



MD-6: Measure areas by counting

j y measuring with standard units as compared to non-standard units  E.ME.1f select the appropriate unit f i i tt ib t

y g unit squares

 Not aligned to any CC standard

(but indicates conceptual understanding)

for measuring a given attribute, recognizing that a unit must have the same attributes as the object (e.g., unit

• f length must measure an object that

 3.MD-2, 5

g j has length)

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L e sso ns L e arne d: whe n te a c he rs be g in with a po ssible le a rning pa th in mind, the y…

 Consider strategies for instructional scaffolding to get students to the

next stage of learning

 Use formative & summative assessments “strategically” and more  Use formative & summative assessments strategically and more

frequently; they value “uncovering student thinking”

 Collaboratively analyze student work creating a deeper understanding

• f how learning develops
• f how learning develops

 Uncover “flawed assessments” they have been using  Use smaller, more targeted assessments and pre-assessments (of pre-

i it kill ) t th t t f it b tt i f ti b t l i requisite 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 lowest performing students &

what to do next to support learning

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S R l t d R So me Re la te d Re so urc e s

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L e ar ning Pr

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e ssions F r ame wor ks (L PF s) for Mathe matic s. He ss, K

. (E d.), 2010 http:/ / www.nc ie a.o rg / public a tio ns/ Ma th_L

PF _K H11.pdf



“E xpande d” L PF for Mathe matic s by gr ade span spe c ific a lly ide ntifie s pa de d

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e a c s by g ade spa spe c

c a y de e s pa rts o f CSSM sta nda rds re la te d to e a c h L PF Pro g re ss I ndic a to r



L e ar ning Pr

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e ssions F r ame wor ks (L PF s) for E L

• A. He ss, K

. (E d.), 2011

http:/ / www.nc ie a.o rg / public atio ns/ E L A_L PF _12%202011_fina l.pdf



Hawaii L P vide o (unde r ‘ pro duc ts’ ) http:/ / trista te e a g .nc e o .info / ha wa ii-ma in



L e ar ning pr

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e ssions in K-8 c lassr

• oms: Ho w pro g re ss maps c an

influe nc e c la ssro o m pra c tic e a nd pe rc e ptio ns a nd he lp te a c he rs ma ke mo re info rme d instruc tio na l de c isio ns in suppo rt o f strug g ling ma ke mo re info rme d instruc tio na l de c isio ns in suppo rt o f strug g ling le a rne rs. He ss, K . (2012) – also inc lude s c itations in this Powe r

Point

http:/ / www.c e hd.umn.e du/ NCE O/ Online Pubs/ Synthe sis87/ Synthe sisRe po rt87.pdf

F

• r

mor e infor mation about L Ps & loc al c ur r ic ulum/ asse ssme nt:

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/ Khe ss@nc ie a.or g

Learning Progressions Frameworks Designed Learning Progressions Frameworks Designed for Use with The Common Core State Standards

These documents were developed in 2010-2011 by national content These documents were developed in 2010-2011 by national content experts, researchers, and master teachers from across the U.S. using empirical research and the Common Core State Standards in English Language Arts and Literacy and Mathematics. The project was funded ith s pport from the U S Dept of Ed cation Office of Special with support from the U.S. Dept of Education Office of Special Education Programs Grant number: H324U0400001, The National Alternate Assessment Center (NAAC) at the University of Kentucky, The National Center for the Improvement of Educational Assessment ( ) d f h f (NCIEA), Dover, N.H, and a grant from the U.S. Department of Education (PR/Award #: H373X100002, Project Officer, Susan.Weigert@Ed.gov).

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