Curriculum & content

4) Students make connections between content in previous, current, and next lessons.

Students map the foundational disciplinary ideas across the course and how they build throughout the course.

• Learning Progressions: An Empirically Grounded, Learner-Centered Framework to Guide Biology Instruction. Article exploring how learning progressions can enrich biology instruction in higher education, drawing from K12 research.

• Learning Progressions Folder developed through previous grant work, includes instructions and examples.

• Faculty meet to discuss and align content and skill development across courses and programs.

Students unpack how the foundational disciplinary ideas build on one another throughout the course.  

• Classroom Assessment as the Co-regulation of Learning, Andrade & Brookhart (2020). Connects classroom assessment to all aspects of regulation of learning.

• Build in opportunities for students to identify, reflect on, and share their previous learning/experiences with a topic.

Students have highly structured opportunities to share what they have learned to this point, how it connects with what they are learning, and what they will learn next. 

• Include discussion prompts that ask students to connect what they read/learned about to an experience or something they know from daily life.

• Integrate students into rubric development with an eye toward what is needed to engage at the next level.