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    Teaching Science in Elementary Grades

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    Dimaala, Kimberly Anne
    Specifically, it defines learning progressions as purposefully sequenced teaching expectations across developmental stages to map out a specific sequence of knowledge and skills students are expected to learn. It also discusses how developing coherent learning progressions can help create high-performing scores on international STEM assessments. Additionally, the document notes learning progressions can describe sequential or increasingly complex understanding of topics and while not universal, can outline commonly traveled paths for student learning.

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    Teaching Science in Elementary Grades

    Uploaded by

    Dimaala, Kimberly Anne
    62 views2 pages
    Specifically, it defines learning progressions as purposefully sequenced teaching expectations across developmental stages to map out a specific sequence of knowledge and skills students are expected to learn. It also discusses how developing coherent learning progressions can help create high-performing scores on international STEM assessments. Additionally, the document notes learning progressions can describe sequential or increasingly complex understanding of topics and while not universal, can outline commonly traveled paths for student learning.

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    Specifically, it defines learning progressions as purposefully sequenced teaching expectations across developmental stages to map out a specific sequence of knowledge and skills students are expected to learn. It also discusses how developing coherent learning progressions can help create high-performing scores on international STEM assessments. Additionally, the document notes learning progressions can describe sequential or increasingly complex understanding of topics and while not universal, can outline commonly traveled paths for student learning.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    62 views2 pages

    Teaching Science in Elementary Grades

    Uploaded by

    Dimaala, Kimberly Anne
    Specifically, it defines learning progressions as purposefully sequenced teaching expectations across developmental stages to map out a specific sequence of knowledge and skills students are expected to learn. It also discusses how developing coherent learning progressions can help create high-performing scores on international STEM assessments. Additionally, the document notes learning progressions can describe sequential or increasingly complex understanding of topics and while not universal, can outline commonly traveled paths for student learning.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 2

    Teaching Science in the Elementary Grades

    Prof. Nestor Lavin

    Name: Kimberly Anne S. Dimaala


    BEED 2-1

    Progressions Across K-12

    ➢ The term learning progression refers to the purposeful sequencing of teaching and
    learning expectations across multiple developmental stages, ages, or grade levels. The
    term is most commonly used in reference to learning standards—concise, clearly
    articulated descriptions of what students should know and be able to do at a specific
    stage of their education. Learning progressions are typically categorized and organized
    by subject area, such as mathematics or science, and they map out a specific sequence
    of knowledge and skills that students are expected to learn as they progress through
    their education. The development of learning progressions is one approach for creating
    the types of coherent curriculum frameworks that have been identified as predictors for
    high-performing scores on international stem assessments. It is to develop a learning
    progression that describes how secondary students may build a more sophisticated
    understanding of the structure, properties, and behavior of matter, and that also outlines
    the connections and relationships among ideas needed to develop more expert
    understanding. Also, this is how learners characterize, select, and apply ideas to explain
    a range of transformation of matter phenomena. As societies grow increasingly
    dependent on technology, it becomes more important to have a science literate citizenry.
    For example, making informed decisions about technological advances and products
    such as genetically modified plants, stem cell research, and whether to use products
    incorporating nanoscale structures, requires understanding of core ideas of science. In
    addition, rapid technological changes related to information and communication have led
    to a shift from a more local to a global society. This shift requires citizens who are literate
    in 21st century skills, critical thinking, problem solving, creativity, flexibility, adaptability),
    so that they can effectively make informed decisions and solve problems related to
    societal and global issues. In addition, they believe that the framework should illustrate
    the structure of the discipline by specifying how ideas connect to each other, a coherent
    curriculum framework for a discipline as a set of ideas and skills that becomes relatively
    more sophisticated over time.examinations used articulated frameworks to guide their
    science and mathematics curricula. Progress may be somewhat linear in nature.
    Learning occurs in sequential steps that first require developing an understanding of
    topic A, before building understanding of topic B. Alternatively, progress may be modeled
    as moving towards greater complexity. Learning progressions can come in all shapes
    and sizes; they could describe only the steps from one standard to another, or they could
    encompass the entirety of a child’s pre-K–12 education. It is critically important to note
    that there is no one “universal” or “best” learning progression. Think of it this way: With
    mapping software, there are often multiple routes between two points. The same is true
    with learning; even the best learning progression will represent only one of many
    possible routes a student could take. Good learning progressions will describe a
    “commonly traveled” path that generally works for most students. Great learning
    progressions will put the educator in the driver’s seat and allow her to make informed
    course adjustments as needed.

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