Learning progression: Difference between revisions
Jump to navigation
Jump to search
(Created page with "{{stub}} == Introduction == == Bibliography and references == Learning theories") |
mNo edit summary |
||
| Line 2: | Line 2: | ||
== Introduction == | == Introduction == | ||
'''Learning progression''' describes the "path" or "islands" that students travel as the progress toward mastery of some learning goal. | |||
Duncan and Hmelo-Silver <ref>Duncan, R. G. and Hmelo-Silver, C. E. (2009), Learning progressions: Aligning curriculum, instruction, and assessment. J. Res. Sci. Teach., 46: 606–609. doi:10.1002/tea.20316</ref> define learning progressions in terms of four components: | |||
* First, LPs are focused on a few foundational and generative disciplinary ideas and practices. [...] | |||
* Second, these progressions are bounded by an upper anchor describing what students are expected to know and be able to do by the end of the progression; this anchor is informed by analyses of the domain as well as societal expectations. They are also bounded by a lower anchor describing the developers’ assumptions about the prior knowledge and skills of learners as they enter the progression. [...] | |||
* Third, LPs describe varying levels of achievement as the intermediate steps between the two anchors. These levels are derived from syntheses of existing research on student learning in the domain as well as empirical studies of the progression (such as cross-sectional studies and teaching experiments). [...] | |||
* Fourth, LPs are mediated by targeted instruction and curriculum. They are not developmentally inevitable and as such do not describe learning as it naturally develops in the absence of scaffolded curriculum and instruction. While the representation of LPs may seem rather linear, it is not assumed that students’ progress is a single developmental trajectory. Rather there may be several viable paths and the progress is likely more akin to ecological succession than to constrained lock-step developmental stages. | |||
== Bibliography and references == | == Bibliography and references == | ||
=== Cited === | |||
<references/> | |||
[[Learning theories]] | [[Learning theories]] | ||
Revision as of 17:28, 26 October 2016
Introduction
Learning progression describes the "path" or "islands" that students travel as the progress toward mastery of some learning goal.
Duncan and Hmelo-Silver [1] define learning progressions in terms of four components:
- First, LPs are focused on a few foundational and generative disciplinary ideas and practices. [...]
- Second, these progressions are bounded by an upper anchor describing what students are expected to know and be able to do by the end of the progression; this anchor is informed by analyses of the domain as well as societal expectations. They are also bounded by a lower anchor describing the developers’ assumptions about the prior knowledge and skills of learners as they enter the progression. [...]
- Third, LPs describe varying levels of achievement as the intermediate steps between the two anchors. These levels are derived from syntheses of existing research on student learning in the domain as well as empirical studies of the progression (such as cross-sectional studies and teaching experiments). [...]
- Fourth, LPs are mediated by targeted instruction and curriculum. They are not developmentally inevitable and as such do not describe learning as it naturally develops in the absence of scaffolded curriculum and instruction. While the representation of LPs may seem rather linear, it is not assumed that students’ progress is a single developmental trajectory. Rather there may be several viable paths and the progress is likely more akin to ecological succession than to constrained lock-step developmental stages.
Bibliography and references
Cited
- ↑ Duncan, R. G. and Hmelo-Silver, C. E. (2009), Learning progressions: Aligning curriculum, instruction, and assessment. J. Res. Sci. Teach., 46: 606–609. doi:10.1002/tea.20316