Construct-Centered Design

1. 1 Define Construct Identify critical science content underlying the big idea (unpack) Select concepts that are critical for understanding a ‘big idea’ 2 Unpack Construct Grade level? What subject? How long is the intervention? c a b relevant phenomena specify science content g d alternative conceptions potential student difficulties e h prerequisite knowledge f link to standards i Develop Claim 3 Exactly what do you want learners to know with respect to what they are able to do with the knowledge? 4 Define Evidence What will you accept as evidence that a learner has the desired knowledge? 5 Design Tasks What tasks will the learners be asked to perform to build and communicate their knowledge and provide the relevant evidence? Student Materials Teacher Materials Assessment contextualization instructional sequence assessment strategies background knowledge teaching strategies assessment type presentation type scoring process learning tasks assessment strategies students’ ideas supporting inquiry adaptation • Contextualization • connect content to real world • unifying phenomena • driving (focus) question • subject in which it will be taught • (single lesson) how does this lesson fit into the whole? • Learning Tasks • Incorporate: activities, relevant phenomena, and simulations/animations • Use multiple formats to scaffold student learning: • - text, discussion, and activities • Instructional Sequence • Create a logical progression that scaffolds students from prerequisite knowledge to learning goal? • Define sub-learning goals (may require mini-unpacking step) • Assessment Strategies • Formative: potential discussion questions • Summative: posttest (written, oral, project, etc.) • Educative Curriculum Materials (Davis & Krajcik, 2005) • Background Knowledge • science content the teacher needs to know to be prepared to teach and deal with students’ ideas and preconceptions • Teaching Strategies • suggestions for lesson setup and student motivators • eliciting students’ ideas, questions, and interests • Assessment Strategies • Formative: potential discussion questions • Summative: posttest (written, oral, project, etc.) • Students’ Ideas • prior knowledge, prior life and academic experiences • potential student difficulties, alternative ideas, and students’ interests • Supporting Inquiry • teacher- vs. student-directed inquiry • Adaptation • rationales for instructional material design decisions • multiple phenomena, first-hand experiences, and hints for contextualizing • Assessment Type • interview, multiple-choice item, open-ended item, work product, or performance • Presentation Type • How tasks are presented • - paper-pencil test, web-based test, or computer-based test • How tasks are scheduled to be administered • - test locations, assessment sequence, and assessment timing • Scoring Process • How evidence is identified, scored, and accumulated • Identify the key features of the work product which are the observable outcomes for particular tasks • Scoring learners’ responses or a learner portfolio according to a rubric 6 Review Products internal review pilot materials outside review Construct-Centered Design The image used in the title is taken from http://www.3dchem.com/molecules.asp?ID=217 Namsoo Shin1, Shawn Y. Stevens1, James W. Pellegrino2, Joseph S. Krajcik1, & Susan Geier3 1 University of Michigan, 2 University of Illinois at Chicago, 3 Purdue University Introduction One of the primary goals of the NCLT is to develop a Center-wide approach for defining the knowledge domains (constructs) associated with nanoscale science and engineering (NSE). Well-defined constructs can drive the development of assessments embodying desired student learning outcomes that, in turn, drive the development of instructional materials and resources, and teacher education aimed at achieving these outcomes (Wiggins & McTighe, 1998). • What is Construct-Centered Design? • Define construct (knowledge domain) as a foundation for guiding development of instructional materials and assessment • Adaptation of aspects of learning-goals-driven design (Krajcik, McNeill, & Reiser, 2007), the assessment triangle (Pellegrino et al., 2001), and evidence-centered design (Mislevy, et al., 2003) • Interactive and highly recursive process, with information specified at one stage clarifying and often modifying what was specified earlier • Why do we need Construct-Centered Design? • Provides a systematic approach for aligning the • development of curricular goals, instructional materials • (for student and teacher), and assessment • Facilitates the development of principled, coordinated • research on teaching and learning in a domain Construct-Centered Design Model 1 • Define construct • These might be derived from a set of “big ideas” in science or from standards or benchmarks • Includes concepts that are not just related somehow to a big idea, but necessary for building understanding of the big idea • Approach and “grain size” depend on the desired final product and intended use 2 Unpack Construct a,b,c. What is the context? • learner grade level • subject area(s) • intervention period • What science content do learners need to know? • level appropriate • context appropriate • Are there particular ideas (normative or alternative) that students may hold about the content? • What do students already need to know to be able to accomplish the learning? • What are relevant phenomena? • • illustrate individual concepts • • accessible for students • • help scaffold learning • What skills or ideas do students often struggle with and why? • What are the links to national, state, and local standards 3 • Develop Claim • The claim is about what the student “knows” and “understands” and how they do so • Incorporates both content and cognitive skills • Uses descriptive and specific verbs to clarify learning performances. For example: • - describe, analyze, compare and contrast, and design • - explain content using evidence and reasoning • - build and describe model 5 • Design Tasks • What particular tasks, questions or situations will • - help students develop knowledge • - bring about a response • that will provide sufficient evidence to support the student learning claim • A single task or situation may provide evidence for more than one claim. • Multiple tasks and performances may be necessary to provide evidence in support of a single claim. 4 • Define Evidence • specific learner behaviors, performances, and/or work products that you would accept as indicative that the claim has been satisfied. • the features of the work products and performances that you expect to see and their value and importance • References • Davis, E.A. & Krajcik, J.S. (2005). Designing educative curriculum materials to promote teacher learning. Educational Researcher 34(3), 3-14. • Krajcik, J.S., McNeill, K. L., & Reiser, B.J. (2007). Learning-goals-driven design model: Developing curriculum materials that align with national standards and incorporate project-based pedagogy. Science Education, 92(1), 1-32. • Mislevy R. J., Steinberg, L. S., Almond R. G., Haertel, G. D., & Penuel, W. R. (2003). Leverage points for improving educational assessment (PADI Technical Report. No. 2). Menlo Park, CA: SRI International [viewed electronically]. • Pellegrino, J., Chudowsky, N., & Glaser, R. (2001). Knowing what students know: The science and design of educational assessment. Washington, DC: National Academy Press. 6 Review Products Based on the internal and external reviews and pilot studies, iterate through relevant portions of the design process. National Center for Learning and Teaching in Nanoscale Science and Engineering