Metamorphosis: Navigating Achievement Using LPM
A Journey of Growth
As you may already know, the Learning Progression Model focuses on growth. With each Practice broken into achievement levels, teachers can provide each student with descriptive feedback and learning targets. One challenge that I have had is providing a succinct, relatable explanation of my assessment approach. In this blog post, I want to share a strong analogy that I think will work!
As I was working with a group of teachers, one asked if there was a way to use graphics instead of (or in addition to) the level descriptors for her special education classes. I thought about what I have seen before, emojis ranging from frowning to huge smiles.
This would not be useful because of the implied judgment by the evaluator, whether it is the teacher, a peer or even the student themselves. (How would you feel if you earned a frowny face?) What would be a better analogy, one that would emphasize and normalize growth and development over time?
Then I remembered the life cycle of a butterfly! I must have learned about it in elementary school. I personally had forgotten most of it, so I looked it up. I want to share it with you, because I think it might be a valuable way to discuss the learning progression method with parents, our colleagues, as well as the students themselves.
Section 1: Metamorphosis
The life cycle of a Monarch butterfly consists of four stages, with varying durations influenced by a range of factors. First, the egg stage typically lasts 3-5 days, but this can be affected by temperature and environmental conditions. Second, the caterpillar (larva) stage takes approximately 10-14 days, with growth influenced by factors like food availability and climate. Third, the pupa (chrysalis) stage lasts another 10-14 days, but it can be extended in colder temperatures or during overwintering. Finally, the adult Monarch butterfly’s lifespan can vary considerably, from several weeks to a few months, depending on factors such as migration patterns, regional climate, and seasonal variations. Monarchs have the ability to adapt to different conditions and optimize life stage durations for survival and reproduction.
To better explain the achievement levels, I want to use the butterfly as an analogy for the achievement levels in LPM. I’ll draw parallels between these stages and the journey, but especially remember that not every butterfly follows the same timeline.
Section 2: The Egg
Initially, the egg remains an egg for some time, developing within its envelope. This represents the starting point, where students begin their journey. Just as nutrients surround the egg, students are placed in an environment designed to nurture their growth. At this stage, which I call “Beginning”, they are expected to show effort and try their best. Teachers can provide guidance to enable students to accumulate the necessary knowledge and skills.
Section 3: The Caterpillar
Moving forward, we enter the developing stage, analogous to a caterpillar. Here, students start to gather new resources, to learn and grow. Students utilize what they’ve learned in class to transform and progress. This stage involves applying the information you’ve acquired and using it to advance to the next level. A caterpillar is not a BAD butterfly. It is a legitimate creature with its own unique needs and abilities. It is supposed to be exactly as it is. But it isn’t complacent… it cannot stay at this level. Its job is to eat leaves and grow, and grow, and grow.
That’s a student at Developing level. The teacher’s role is to guide students through this stage, providing support and assistance. Their focus is to be the best caterpillar possible, hungrily munching up all the resources, and growing and growing and growing.
Section 4: The Chrysalis
The caterpillar, when it is ready, bulbs itself a chrysalis, or protective casing. Inside the chrysalis, the caterpillar’s body undergoes a complete restructuring. It liquefies its old tissues and reforms them into the adult butterfly’s body parts. This stage can vary in duration, depending on environmental conditions and butterfly species.
I call this the Proficient level, where students consolidate their knowledge, and understand the processes that we use. The concepts aren’t quite fully formed though, and students may still make mistakes in applying the process. But after practice and with feedback, they begin to put it together.
Section 5: The Butterfly
The butterfly emerges from the chrysalis, dries off, and is ready for its active adult life. I call this the Advanced level, where you not only understand the processes but can apply them correctly.
Here’s how the rubric might be illustrated:
No judgment. There is no such thing as a BAD chrysalis. You wouldn’t say, “You are a Bad Butterfly, because you are still a caterpillar!” The caterpillar is a stage, and when ready, it will evolve. Same with children.
Provided with the right environmental conditions, they will learn.
Section 6: Multiple Dimensions
Unlike a butterfly, our journey will involve multiple Practices. We don’t just try to grow linearly but in several dimensions at once. You will have a different level of comfort and experience in each Practice, and that’s okay. Just like in real life, we all have strengths as well as areas for improvement. For instance, I excel in writing and reading but struggle with sports. We’re all diverse in our abilities and interests, and it’s essential to acknowledge and embrace these differences, without giving up on trying to get better.
This is not a perfect analogy, because the butterfly’s life cycle is only 4 stages, and I use 5 levels. (Our fifth level, Expert, is where students can apply the process correctly to more complex, sophisticated, or interdisciplinary situations.) But I think you can understand the analogy well enough! No one stage is “good” or “bad”. The idea is to continually grow and improve.
Section 7: The Journey is the Point
The teacher sets the desired target level, informed by both the course, the district requirements, and the students in the class. However, students themselves must decide whether they are interested in advancing. They are the drivers of the bus and you are providing directions when they need or want them, coaching throughout the trip. My personal goal is to keep students on track while respecting their individual aspirations.
An even better analogy might be a frog, as its life cycle has 5 (or more) stages. I used this in my class, and talked to them about being tadpoles. “Is a tadpole a BAD frog?” I asked. “No, it is simply one step in its normal journey to froghood.” As long as my students are working on growing some legs in order to progress to the next stage, they understand that they are in the perfect spot for now.
Keep in mind that the achievement levels or developmental stages are not linear. Progress may vary across different dimensions, and that’s entirely normal. Teachers can help student acknowledge their unique strengths and work on areas that matter most to them. When students understand that growth in and of itself is perfection (as opposed to doing everything perfectly), they are free to learn without pressure.
Teachers and students collaborate on the educational journey together. We cannot plan lessons without finding out what stage our students are at. Creating effecting learning opportunities requires constant input from them. Just like a butterfly’s transformation, each student’s path will involve diverse stages and experiences. I am here to provide support and guide students every step of the way, whether they’re at the egg, caterpillar, or butterfly stage. When we normalize the learning process in this way, we reaffirm our commitment to student growth as well as our own.
