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Learning Orientation

Emphasize learning and understanding and de-emphasize grades, competition, and social comparison

Learning Orientation NGSS P1S2

Create structures/practices in the classroom that provide opportunities for students to pose scientific questions that drive learning. This helps remind students that the overall purpose of their endeavors in science class is to develop a greater understanding of phenomena. For example:
  • Use a Driving Question Board: Have students list what they are curious about regarding a phenomenon or what interests them, and then use that to generate scientific questions that can be investigated. Post the question(s) the students are trying to answer and consistently return to them throughout the unit, asking the class what questions have been answered and what new questions have arisen along the way
  • A KWL graphic organizer is another way to encourage question-asking. After identifying prior knowledge in the “Know” column, students can pose scientific questions for the “Wonder” column and see that their questions are central to the process of increasing/developing knowledge
  • During investigations or at the beginning of units, conduct anonymous live polling where students can both pose scientific questions and see what questions other students are asking. This will help students see that asking questions is a normal part of science inquiry
  • Maintain a “parking lot” for students to place questions that arise to them during class. Regularly read those questions to the class, discuss the extent to which they are scientific and help them to understand phenomena, and incorporate them into instruction as appropriate

Resource Information

Learning Orientation Principles

The strategy above is aligned to the principles in bold.

Emphasize student reasoning, sensemaking, and developing a deep understanding as the goal of activities, rather than producing the right answer or complying with instructions
  • Use assignments that are meaningful, challenging, and require students to take personal responsibility to engage at a deeper conceptual level with the material; provide students with ample time to do this work
  • Press students for evidence and reasoning to demonstrate the importance of making sense of phenomena and/or solving design problems, rather than simply producing the correct answer
  • Provide multiple ways to complete assignments and/or allow for flexibility in approaches to solving problems
  • De-emphasize the negative consequence of mistakes by framing mistakes as part of the learning process that helps students improve their skills
  • Design assessments to evaluate students’ three-dimensional learning with a focus on reasoning, making sense of phenomena and/or solving design problems, and deep conceptual knowledge rather than superficial knowledge
  • Use rubrics and descriptive criteria for assessments rather than policies such as grading on a curve to focus the assessment on students’ understanding rather than on their relative standing among peers
  • Provide positive and constructive feedback to students that emphasizes that success and failure are related to one’s effort and strategy use, which can be changed
  • Provide opportunities for students to revise work or submit multiple drafts
  • Communicate that all students have valuable contributions by calling on a variety of students in a supportive way during class discussions or activities
  • Encourage students to focus on their own effort, growth, and learning as opposed to comparing themselves to their peers
  • Avoid tasks that encourage competition among students (to solve a problem first, to earn the highest grades, etc.) and practices like posting student grades publicly
  • Design group work that requires multiple perspectives/roles to promote peer collaboration focused on learning rather than performing
  • Approach course content, lesson activities, and your own learning with a positive attitude and a willingness to take risks (i.e., doing something outside of your comfort zone)
  • Identify and model the use of effective learning strategies when encountering challenging tasks or making mistakes