Dynamic Language Learning Progressions in Education
MargaretHeritage
Module 1 Presentation
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What I enjoyed most about this process [implementing the dynamic
language learning progression]is really bringing to light the importance
of oral language. We talk about it all the time, but it’s looking at these
progressions in the different areas. It really makes it evident and
obvious, at least to me, what are the things I can be working on in the
classroom and what I should be listening in on. So that way I can
incorporate it into the content that we’re currently working on.
Elementary Teacher
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Section 1
What are Learning Progressions?
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“
Kids learn. They start out by knowing
and being able to do little, and over time
they know and can do more, lots more.
Their thinking becomes more and more
sophisticated
.
"
This content is offered by the Oregon Department of Education under a
Creative Commons Attribution Non-Commercial Share Alike 4.0
license
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Standards
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Intermediate Steps
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Section 2
How Learning Progressions Support Formative Assessment?
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Formative Assessment
Learning goal
Learning goal
Learning goal
Learning goal
Learning Progression
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Section 3
The Theory of Action for Dynamic Language Learning Progressions
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DLLP overview
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DLLP overview (cont.)
Eight high-leverage language features
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Dynamic Language Learning Progression Theory of Action
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Welcome to Module 1’s presentation.
Delve into the significance of oral language development using Learning Progressions, as described by the Oregon Department of Education. Understand the evolution of student learning, research-based progressions, and end-of-grade level expectations. Discover intermediate steps in student growth to enhance teaching strategies.
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Presentation Transcript
Module 1 Presentation MargaretHeritage This content is offered by the Oregon Department of Education under a Creative Commons Attribution Non-Commercial Share Alike 4.0 license
What I enjoyed most about this process [implementing the dynamic language learning progression]is really bringing to light the importance of oral language. We talk about it all the time, but it s looking at these progressions in the different areas. It really makes it evident and obvious, at least to me, what are the things I can be working on in the classroom and what I should be listening in on. So that way I can incorporate it into the content that we re currently working on. Elementary Teacher This content is offered by the Oregon Department of Education under a Creative Commons Attribution Non-Commercial Share Alike 4.0 license
Section 1 What are Learning Progressions? This content is offered by the Oregon Department of Education under a Creative Commons Attribution Non-Commercial Share Alike 4.0 license
Kids learn. They start out by knowing and being able to do little, and over time they know and can do more, lots more. Their thinking becomes more and more sophisticated." This content is offered by the Oregon Department of Education under a Creative Commons Attribution Non-Commercial Share Alike 4.0 license
Descriptions of how student learning develops Lay out significant steps students are likely to follow Progressions are based on research The Dynamic Language Learning Progression (DLLP) describes how language learning develops This content is offered by the Oregon Department of Education under a Creative Commons Attribution Non-Commercial Share Alike 4.0 license
Standards End-of-grade level expectations End-of-grade level expectations End-of-grade level expectations This content is offered by the Oregon Department of Education under a Creative Commons Attribution Non-Commercial Share Alike 4.0 license
Intermediate Steps This content is offered by the Oregon Department of Education under a Creative Commons Attribution Non-Commercial Share Alike 4.0 license
Section 2 How Learning Progressions Support Formative Assessment? This content is offered by the Oregon Department of Education under a Creative Commons Attribution Non-Commercial Share Alike 4.0 license
Formative assessment is the term used to describe a type of assessment where the focus is on informing learning, rather than measuring it or summing it up. Assessment that focuses on the learning as it is taking place Purpose is to move learning forward from its current status toward intended learning goals This content is offered by the Oregon Department of Education under a Creative Commons Attribution Non-Commercial Share Alike 4.0 license
Formative Assessment Learning goal Learning goal Learning goal Learning goal Learning Progression This content is offered by the Oregon Department of Education under a Creative Commons Attribution Non-Commercial Share Alike 4.0 license
Section 3 The Theory of Action for Dynamic Language Learning Progressions This content is offered by the Oregon Department of Education under a Creative Commons Attribution Non-Commercial Share Alike 4.0 license
DLLP overview This content is offered by the Oregon Department of Education under a Creative Commons Attribution Non-Commercial Share Alike 4.0 license
DLLP overview (cont.) Eight high-leverage language features This content is offered by the Oregon Department of Education under a Creative Commons Attribution Non-Commercial Share Alike 4.0 license
Dynamic Language Learning Progression Theory of Action This content is offered by the Oregon Department of Education under a Creative Commons Attribution Non-Commercial Share Alike 4.0 license
This content is offered by the Oregon Department of Education under a Creative Commons Attribution Non-Commercial Share Alike 4.0 license
