At the start of this journey, I relied heavily on the CA Science Framework and Evidence Statements to guide the development of the curriculum found below. Luckily, I was provided the opportunity to work with the National Science Teaching Association (NSTA) Three Dimensional Learning Cadre and the Achieve Science Peer Review Panel to help me better understand the vision presented in A Framework for K-12 Science Education. Work and editing on the 4-Part Learning Progression Units found below are on hold indefinitely as a new chapter in my career has begun teaching pre-service science teachers at the California State University, Fullerton. The 4-Part LP Units are now linked as subpages to this page or can be accessed via the links below.
4-Part Learning Progression Model Explained
This website was originally created to provide resources to help teachers who were just beginning to transition to the middle school Next Generation Science Standards. The 4-Part Learning Progression Model was developed to help teachers accommodate for student differences including the pace in which they develop scientific understanding. Other shifts that may be leveraged using this model are:
The Phenomenon Routine
The four-part learning progression model presented on this website 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. The phenomenon routine is not fully developed in the curriculum provided and it is expected that teachers will build their skill sets in doing this. Here is an excellent way of representing the Phenomenon Routine provided by OpenSciEd.
The main idea of the phenomenon routine is that it should drive sense-making through students asking questions, student talk, and student experiences. The use of SEPs, DCIs, and CCCs should all be integrated together and used in service of figuring out the phenomena or design solution. In traditional whole class settings, the phenomenon routine can be done together. This presents one challenge of having students work through the curriculum at different paces. This infographic provides one way of managing a phenomena routine with groups of students who may be working on different parts of the learning progression at one time.
The main idea of the phenomenon routine is that it should drive sense-making through students asking questions, student talk, and student experiences. The use of SEPs, DCIs, and CCCs should all be integrated together and used in service of figuring out the phenomena or design solution. In traditional whole class settings, the phenomenon routine can be done together. This presents one challenge of having students work through the curriculum at different paces. This infographic provides one way of managing a phenomena routine with groups of students who may be working on different parts of the learning progression at one time.
The Feedback Routine
This model also provides systems for peer feedback and revision, promoting a shift to the growth mindset that values the process more than the end product. Rubrics are provided that may be edited to help with setting up systems of mastery grading, standards based grading and differentiation. To make a copy of any Google Document, please go to File> Make a Copy.
To Learn More
The intention of the four-part learning progression model was 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, teachers, and administrators may struggle on their own journey. Often parents are quick to realize the importance of these shifts while students soon begin to become comfortable asking questions and sharing their thinking in classrooms where they feel their ideas are important to the learning process. Through effective and explicit communication with students and parents supported by professional collaboration and reflection, you will find that any of these instructional shifts help create a more personalized, equitable, and relevant classroom. Below are two more resources to help explain the model as it was intended. However, you will find ways to make this work best for you. My biggest piece of advice: Don't grade everything! Use the power of productive discourse, peer revision and self reflection to aid in learning instead.
The Model Explained
This Blog Post Explains More
The Model Explained
This Blog Post Explains More