Student Progressions in Science and Language Development – An Introduction and Rationale
Partners in Innovation: Integrating ELD and Science
“Let’s give them science to talk about!” was the motto that emerged from the Integrating ELD (English Language Development) and Science program, a partnership between the Exploratorium and Sonoma Valley Unified School District (SVUSD). The hum and buzz of students asking questions, talking with one another, and moving about as they interacted with real and investigable materials were earmarks of the program’s classrooms.
Despite what observers can infer about the benefits of classrooms rich in science and language experiences, it is challenging to assess and describe learning improvement stemming from an integrated science and language approach. Important student benefits—increasing motivation and confidence to learn, expanding language fluency, building vocabulary and academic language, acquiring process skills and scientific habits of mind, developing conceptual understanding, or learning science content—are all palpably apparent to teachers. But these capacities are not readily revealed on standardized measurements designed to test student achievement. As an alternative, the concept of student progressions offers a broader and more nuanced view of student learning.
The following report offers the reader a rationale for and explication of the idea of student progressions. It also offers a detailed example of a student progression in science and language development that serves as an exemplar, illustrating how students throughout SVUSD grew in a range of learning dimensions as they participated in the Integrating ELD and Science program.
An Introduction and Rationale (pdf, 8 pages)
Partners in Innovation: Integrating ELD and Science
Exploratorium and Sonoma Valley Unified School District
PROJECT PORTFOLIO:
Introduction and Overview – The Innovation and Its Contributions
Student Progressions in Science and Language Development:
What follows are five separate and brief reports focusing on various aspects of student progressions in learning science and language. We suggest that reader begin with the first, “Student Progressions in Science and Language Development: An Introduction and Rationale” that describes the idea of student progressions. The construct of student progressions serves as an alternative to standardized test scores as a way to assess and demonstrate student growth and development.
An Introduction and Rationale
Progress in Developing Positive Attitudes and Confidence
Progress in Learning Science Content
Progress in Developing Science Practices and Thinking Skills