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Discussion Role of Learning Progressions

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33 views2 pages

Discussion Role of Learning Progressions

Literature work

Uploaded by

andrew irungu
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© © All Rights Reserved
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Discussion: Role of Learning Progressions

How SFUSD articulates the standards

We have systematically failed to prepare our students for math, not just in the San Francisco Unified
School District (SFUSD) but across the country, as evidenced by international math tests. The
introduction of CCSS.MATH.Content.2.A.A.1. provides SFUSD opportunities to better illustrate a unified,
centered, and accurate math curriculum. It calls for students to deeply understand math theories and
processes, such as problem-solving, reasoning, and expressing their reasoning. According to (Making
Math Relevant with Dr. Natalie Pough, n.d.), teachers can provide rich mathematical experiences to
students that are not necessarily defined by textbooks. In order to solve problems, students will work
together more frequently. Students will be taught fewer concepts to provide a deeper, more meaningful
understanding of each concept, such as how to cross a line between parts of speech. As a matter of fact,
the Common Core State Standards are considered to be much more rigorous and relevant by the best
mathematicians in the country.

How SFUSD design instruction for all learners

School programs, services, and activities offered in the District are equal for all students. SFUSD aims to
provide an environment where all students have access to and opportunities for academic and other
educational activities. A key component of this is ensuring that there is no unlawful discrimination
against anyone in District schools, programs, activities, or practices. Whenever possible and appropriate,
SFUSD seeks to resolve complaints early and informally (Accessing Core Curriculum Unit Plans n.d.). The
District may resort to the Uniform Complaint Procedures if the complaint cannot be resolved early
through an informal process. 

Role of the learning progression in the application of designing instruction

In order to determine whether a significant number of domains taught in school can be learned by
students, researchers are supposed to assemble a body of progressions of educational outcomes
(Johnson, 2015). For example, a student can make general judgments about addition and subtraction
and at the beginning of a learning progression or progression for proportional reasoning. Using simple
quantitative reasoning at Level Two demonstrates progress on the math continuum. Students are able
to use addition and subtraction reasoning by level three, and by level four, they are able to flexibly
select among a range of strategies when they are adding and subtracting small and bigger numbers
(Graham Fletcher Progressions n.d.). Research on learning progressions can help teachers plan curricula
more effectively. Furthermore, teachers can use this information to differentiate instructions much
better by being able to learn more about their students' progress.

Additionally, assessments using a progressions-based approach can identify areas where students
struggle more accurately. Such assists teachers in better understanding students' needs and in
determining the appropriate intervention for each student. Similarly, learning progression tests can
demonstrate that students have some prerequisite skills and are progressing, allowing teachers to
identify areas where they are missing understanding.

Using Technology to Support Students in Developing Understanding of Concepts and Fluency of


Mathematic Procedures
Technologies provide opportunities to teach math in a dynamic way. Using interactive and engaging
media, we can make concepts and procedures come alive and enhance the learning process.
Additionally, we can create customized learning experiences and provide additional support for all
learners. Technology allows students to interact with mathematical ideas and see them in new ways.
Gamification, simulations, and digital tools provide students with a means of exploration and discovery.
As technology becomes increasingly accessible, math learning becomes more customized. Technology
can also be used by teachers to help students understand how concepts they are learning in the
classroom can be applied in the real world.

References

Accessing Core Curriculum Unit Plans. (2021). Retrieved from https://www.sfusdmath.org/accessing-


core-curriculum-unit-plans.html

Making Math Relevant with Dr. Natalie Pough by Teacher Prep with Dr. D • A podcast on Anchor. (2021).
Retrieved from https://anchor.fm/teacherprep/episodes/Making-Math-Relevant-with-Dr--Natalie-
Pough-eakp41

Johnson, L. (2015). Teaching outside the box: How to grab your students by their brains. John Wiley &
Sons.

Graham Fletcher Progressions (n.d.). Retrieved from https://www.youtube.com/watch?


v=nRGZSc1Qvng&list=PL7zSfM_BeFCvfZHvlOYLjWQQwNz0svToE

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