PDI 8: One-Day Work Session on Learning Progressions: Moving Up in the World of Educational Effectiveness
Date: Wednesday, March 9, 2011
Location: Marriott San Francisco Marquis Hotel, Room Yerba Buena 11
Intended Audience: Grades K–16
Arthur Eisenkraft, Distinguished Professor of Science Education; Director, Center of Science and Math in Context (COSMIC), University of Massachusetts Boston
Arthur Eisenkraft, Distinguished Professor and Director, Center of Science and Math in Context (COSMIC), UMass Boston; Pamela Pelletier, Senior Program Director Science—Boston Public Schools (BPS); Jennifer Dorsen, Project Director, Boston Science Partnership (BSP); Allison Scheff, Associate Project Director, BSP; Suzanne Gill, Science Specialist BPS; Jonathan McLaughlin, Science Specialist BPS; Beverly Nadeau, Science Specialist BPS; Erin Hashimoto-Martell, Science Teacher, BPS; Haven Ripley Daniels, Science Teacher, BPS;Fiona Bennie, Science teacher, BPS; Michael Clinchot, Science Teacher, BPS; Hannah Sevian, Program Director in Division of Undergraduate Education and Division of Research on Teaching, National Science Foundation and Associate Professor (on leave), UMass Boston
- Why is vertical articulation of curriculum important?
- How can knowledge of learning progressions improve your teaching?
- What strategies can be used to create a vertical map of curriculum?
- What insights and knowledge do K–12 teachers gain through developing vertical maps?
- How can valuable and informative discussions surrounding content across the grades be structured?
For the past seven years, the Boston Science Partnership has worked with Boston Public Schools (BPS) science teachers and university faculty look at what it means to have a vertically aligned curriculum; how well is the BPS curriculum aligned; what vertically aligned instruction look like in the classroom; and what Vertical Teaming means for urban districts that do not have feeder schools and have high student and teacher turn over.
This work session will focus on the vertical articulation of K–12 science curriculum through Vertical Teaming and Vertical Collaborative Coaching and Learning in Science. Participants will be part of a vertical team that will map science concepts from elementary to high school curriculum including AP. Participants will learn about a BSP model called Vertical Collaborative Coaching in Science (CCLS) as a way to have teachers discuss their instruction within a vertical continuum, and participants will then have an opportunity to practice CCLS elements during the workshop.
K–12 science teachers, science coaches, district leaders (district teams are encouraged to work as a group) will come away knowing what vertical teaming is, how to vertically align their own curriculum, a model of how teachers can learn how to observe and give feedback on vertically aligned classroom instruction in a group, and strategies to bring vertical teaming back to their school or district.