Context-Dependent “Upper Anchors” for Learning Progressions

Sikorski, Tiffany‐Rose

doi:10.1007/s11191-019-00074-w

Cited by 22 publications

(22 citation statements)

References 86 publications

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“…In the end, the course content design should be based on students' cognitive development characteristics (Jin et al, 2019;Sikorski, 2019). Vygotsky (1978) proposed that teaching should help students reach the zone of proximal development in each phase (Vygotsky, 1978).…”

Section: Curriculum Contentsmentioning

confidence: 99%

Curriculum Innovation in Times of the COVID-19 Pandemic: The Thinking-Based Instruction Theory and Its Application

Zhang

Dai

et al. 2021

Front. Psychol.

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At the beginning of 2020, to stop the spread of the coronavirus disease (COVID-19) to the campus, the Ministry of Education of China launched a policy “Suspension of classes without suspending schooling” for the spring semester of 2020. However, the drawbacks of online teaching (e.g., students’ inadequate autonomous learning, the lack of effective online instruction) forced us to modify teaching strategies during this special period, especially developing courses that are suitable for student learning at home and improving their key competencies. In order to solve these problems, this study introduces some theoretical exploration and practical work of curriculum design under the guidance of thinking-based instruction theory (TBIT) during the pandemic. We firstly introduce TBIT, and elaborate on the curriculum design under the TBIT theoretical frame. Then we describe a series of TBIT-based micro-courses with the pandemic as background. A descriptive study is reported to illustrate the effects of three micro-courses. Results showed that, compared to national curricula, the TBIT-based micro-courses not only improved the course quality but also enhanced students’ motivation and facilitated their online learning behavior (such as interactive communication) for the online courses. The current study has important implications for how to design effective and interesting online courses suitable under pandemic and capable of improving students’ thinking abilities and key competencies.

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Section: Curriculum Contentsmentioning

confidence: 99%

Curriculum Innovation in Times of the COVID-19 Pandemic: The Thinking-Based Instruction Theory and Its Application

Zhang

Dai

et al. 2021

Front. Psychol.

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“…LP levels can be critiqued not only as a simplification in and of themselves (as addressed in this study) but also as portraying a limited set of ideas (e.g., Salinas, 2009); a single, linear pathway for student ideas (Duncan & Gotwals, 2015;Hammer & Sikorski, 2015;Lombard et al, 2018;Metz, 2009;Pierson et al, 2017); and only one conceptualization of "most sophisticated" (Sikorski, 2019). Although the LPs were developed with a similar population to the students participating in this study, this population was fairly homogenous (White, attending suburban/rural schools, relatively high socioeconomic status).…”

Section: Limitationsmentioning

confidence: 99%

Learning progressions as a simplified model: Examining teachers' reported uses to inform classroom assessment practices

2022

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As models of how students' thinking may change over time, learning progressions (LPs) have been considered as supports for teachers' classroom assessment practices. However, like all models, LPs provide simplified representations of complex phenomena. One key simplification is the characterization of student thinking using levels—that is, the twin assumptions that student thinking is both coherent and consistent. While useful for the design of standards and curricula, the LP level simplification may threaten the basic premise that LPs could be used to diagnose a student's level and then provide tailored instruction in response. At the same time, our work with teachers suggests that, even with their simplifications, LPs may be useful in the classroom. Thus, rather than abandoning LPs, we sought to understand their potential affordances by exploring how teachers learn from LPs (knowledge‐for‐practice) and contribute to deeper understanding of LP use (knowledge‐of‐practice) as they identify and enact uses of these tools. To do so, we engaged high school physics teachers in a 2‐year, LP‐based professional development program. Based on qualitative analyses of planning meetings and interviews with the teachers, we describe how teachers used LPs to support classroom assessment with varying reliance on the LP level simplification. Although teachers used LPs in ways that relied on the coherence and consistency assumptions of the LP level simplification, uses of LPs that did not require these assumptions were more prevalent both within and across teachers. This study's findings have implications for research, teacher professional development, and the design of LPs.

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Section: The Grade Distribution Of Stem Contented To Be Determined With the Guidance Of Learning Progressionmentioning

confidence: 99%

“…Learning progression, as the hypotheses or models of how students' thinking advances over time (Sikorski, 2019), is closely linked to the core ideas (Hu and Han, 2015). In other words, learning progression is essentially the in-depth and continuous development of the understanding of core ideas (Sikorski, 2019). In addition, educational research has revealed that, only when education is in line with children's thinking development, education can work most effectively (Salinas, 2009).…”

Section: The Grade Distribution Of Stem Contented To Be Determined With the Guidance Of Learning Progressionmentioning

confidence: 99%

Toward the Development of Key Competencies: A Conceptual Framework for the STEM Curriculum Design and a Case Study

Guo

2021

Front. Educ.

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National attention has been given to science, technology, engineering, and mathematics (STEM) education, which is well recognized as an effective way to cultivate the key competencies of 21st-century talents. However, current STEM education falls short of the desired results. The fundamental reason is that there has not been a clearly and structurally explained systematic construction and effective implementation of STEM curricula. Accordingly, this article systematically expounds on the construction of the STEM curricula system from four aspects. Specifically, we first proposed the components of the STEM competencies as the goal of STEM education to provide a guiding direction for other parts of the design of the STEM curricula. Then, we elaborated on how to cultivate the STEM competencies from two aspects: the design principles of the STEM curricula content and the implementation strategies of STEM teaching. Finally, we explained how to effectively evaluate to monitor and improve the implementation of the STEM curriculum. In addition to the above mentioned, we then presented a case study of STEM courses constructed under the guidance of “think-based instruction theory” (TBIT) to help readers further understand the nature of the STEM curricula.

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Context-Dependent “Upper Anchors” for Learning Progressions

Cited by 22 publications

References 86 publications

Curriculum Innovation in Times of the COVID-19 Pandemic: The Thinking-Based Instruction Theory and Its Application

Curriculum Innovation in Times of the COVID-19 Pandemic: The Thinking-Based Instruction Theory and Its Application

Learning progressions as a simplified model: Examining teachers' reported uses to inform classroom assessment practices

Toward the Development of Key Competencies: A Conceptual Framework for the STEM Curriculum Design and a Case Study

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