Queens

- the learning progressions should be based on research and not on personal opinions of teachers - even though standards have four strands of learning, they are not interconnected to one another - one topic this grade, one topic the next grade...instead of learning progressively - too many topics and no depth in the topics (breadth not depth) - don't fully articulate how students' participations in science practices can be integrated with learning about science concepts - the pros of LPs are the cons of standards: not based on research, deeper, organize conceptual knowledge around core ideas, strands are connected, they recognize multiple sequences and multiple growth
 * How are Learning Progressions (LPs) new or different from other educational ideas about curriculum?**

What happens to kids that change schools? Does this make an LP model impossible?

They talk about science as not process or content, but something else. Does this clarify inquiry or not?

How are standards made? Who contributes? How do things get included/excluded?

How do (or could) LPs inform teaching?