Two looking-at-student-work protocols for monitoring progress toward 3D NGSS learning¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The Early Implementers use two protocols: one within the TLC, where teams create expected student responses and preliminary rubrics, sort student work into high, medium, and low performance, identify characteristics of lower-performance work, and revise the rubric and lesson; and one for professional learning communities or grade-level meetings, usable with "common" or "un-common" student work in about 50 minutes. The protocols enable staff and students to measure and reflect on student progress toward using science and engineering practices and crosscutting concepts to explain phenomena and solve problems while deepening understanding of core disciplinary ideas.

Design Implications¶

Context¶

Requirements¶

• Expected student responses created during lesson design to define high-quality work; teams are encouraged to use qualitative descriptors rather than just quantitative measures

Constraints¶

• The PLC protocol is designed for a limited time period of generally about 50 minutes

Target Learners¶

• K-8 students whose work is analyzed; K-8 teachers using the protocols

Target Learning Goals¶

• Monitoring and adjusting instruction, students monitoring their own learning, and informing parents of progress toward NGSS performance expectations

Related Strategies¶

• Teaching Learning Collaborative Lesson Study

Examples¶

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Key Sources¶

• Tyler, B., & DiRanna, K. (2018). Next Generation Science Standards in practice: Tools and processes used by the California NGSS Early Implementers. San Francisco, CA: WestEd. https://eric.ed.gov/?id=ED596757