A New Approach to Teaching Science
The four-part learning progression model presented on this website presents one model for teaching the NGSS. It is phenomenon based, meaning that each part of the learning progression should be anchored to a phenomenon that students are trying to figure out. After they complete each part, students should return to the phenomenon using sense-making notebooks or other sense-making strategies to show how their new learning changes their thinking about the phenomenon presented.
This model provides systems for peer feedback and revision, promoting a shift to the growth mindset that values the process more than the end product. This model also provides systems for mastery grading and differentiation, promoting student-directed learning and a more personalized learning experience.
The Model Explained
This Blog Post Explains More
The intention of the four-part learning progression model is to set up systems that allow for major pedagogical shifts in teaching and grading practices in order to better meet the needs of all learners. We must realize that these shifts do not occur overnight and students, parents, and teachers will struggle on their journey. But through effective and explicit communication, professional collaboration and reflection with colleagues and peers, we will all figure this out together!
This model provides systems for peer feedback and revision, promoting a shift to the growth mindset that values the process more than the end product. This model also provides systems for mastery grading and differentiation, promoting student-directed learning and a more personalized learning experience.
The Model Explained
This Blog Post Explains More
The intention of the four-part learning progression model is to set up systems that allow for major pedagogical shifts in teaching and grading practices in order to better meet the needs of all learners. We must realize that these shifts do not occur overnight and students, parents, and teachers will struggle on their journey. But through effective and explicit communication, professional collaboration and reflection with colleagues and peers, we will all figure this out together!
Below is a video if you are interested in how I presented this four-part learning progression model during the 2017-2018 conference season or for teams of teachers who are trying to introduce this model to their PLCs.
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