Past Projects
Past Projects at the LSRI Heading link
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The AIM System (Adaptive Instructional Materials)
The AIM system is an indexed and annotated database of electronic resources that shows state-of-the-art examples to illustrate the core principles of How People Learn and Knowing What Students Know.
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All Learn Mathematics (ALM)
The University of Illinois at Chicago-All Learn Mathematics Project is a school-university initiative designed to improve the teaching and learning of mathematics in grades K to 8.
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Bioinformatics Instruction and Tutoring
The projects focuses on how to improve tutoring to help undergraduate and high school students better understand genetics and molecular biology.
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Climate Literacy Zoo Education Network
The partnership between the LSRI and the Chicago Zoological Society helped build an interactive exhibit to teach audiences the impact of climate change.
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Comprehensive Program for Struggling Algebra Students (with Dana Center at University of Texas)
We partner with the University of Texas Charles A. Dana Center, to develop a comprehensive program to address the needs of 9th grade students who are underprepared for algebra courses.
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CryptoClub
This NSF-funded project develops classroom- and web-based materials to teach cryptography and related mathematics. It also supports leaders of these activities.
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Digital Literacy Assessment
The projects aims to develop an assessment system that identifies the skills elementary students need to grapple with information from many kinds of texts, identify where students struggle, and to offer teachers assistance for meaningful instruction.
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Evaluating the Cognitive, Psychometric, and Instructional Affordances of Curriculum-Embedded Assessments: A Comprehensive Validity-Based Approach
We evalute the embedded assessments of, two of the nation’s most popular math curricula, Everyday Mathematics and Math Trailblazers.
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iFAST Algebra Project
The goal of the iFAST Algebra Project is to develop innovative instructional resources and a professional development model to support middle school teachers’ use of formative assessment practices to improve student learning in algebra. The project team is working collaboratively with teachers
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National Center for Nanoscience Teaching and Learning
LSRI’s work with the NSF-funded The National Center for Learning and Teaching in Nanoscale Science and Engineering looks at how representational types and design-based activities support students’ learning of nanoscience, and how to create materials and curricula that are practical and useful in the classroom.
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Next Generation Science Assessments
James Pellegrino and Louis DiBello are leading a project funded by the National Science Foundation and the Gordon and Betty Moore Foundation to develop a new system of classroom assessments that aligns with the Next Generation Science Standards (NGSS). The two collaborative grants (one in physical science and one in life science) were awarded to the Learning Sciences Research Institute at the University of Illinois at Chicago, CREATE for STEM Institute at Michigan State University, the Center for Technology in Learning at SRI International, and The Concord Consortium. Our collaborative group is creating a dramatically different assessment system that includes task design templates, assessment tasks, task rubrics, and materials that support teachers’ use of the tasks in their classrooms. In developing and testing these tasks, we integrate technology and advanced psychometric models to measure student performance under NGSS.
Developing new assessments is important because NGSS significantly changes the way that K to 12 science will be taught in school, and changes what students are expected to know and be able to do at each grade level. The new standards are aimed at making science education more closely resemble the way scientists work and think, and are based on research about learning that demonstrates the importance of building coherent understandings over time. The new approach to science education envisioned under NGSS depends on high-quality, aligned assessments of student learning. With that in mind, our collaboration aims to help provide educators with methods to help all students succeed under the new standards. One of the important goals of the project is to include teachers in co-designing a set of effective strategies for using the assessments formatively and to monitor student learning as a basis for instructional decision-making. Work on this project is being done in collaboration with educators across multiple locales, including the Chicago Public School District and Waukegan Public School District in Illinois, and educators in Michigan, Oklahoma, Florida, and Wisconsin.
For more information about this project, or to try out the assessment tasks we have developed, visit our NGSA Project website.
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Project FUTURE: Students Investigate Potential Responses of Natural Areas to Atmospheric Nitrogen Deposition
UIC researchers developed inquiry-based laboratory exercises that provide students hands-on experience in conducting “real science” to address issues that are major current concerns in ecology and conservation biology.
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Teaching and Learning Social Science Inquiry and Spatial Reasoning with GIS
The three-year study investigates how GIS inquiry projects that have iterative designs will increase student reflection on data artifacts, domain concepts and inquiry processes. It also looks at how students relate data to the world around them.
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Teaching Integrated Mathematics and Science (TIMS) & Math Trailblazers
The TIMS project is at the forefront of current national efforts to improve the teaching and learning of mathematics and science in elementary schools. It publishes one of the nation’s most popular math curricula, Math Trailblazers and evaluates the effectiveness of it.
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Reading for Understanding Across Grades 6-12: Evidence-based Argumentation for Disciplinary Learning
Project READI(Reading,Evidence and Argumentation in Disciplinary Instruction) is a 5-year IES study that aims to improve students’ abilities to create arguments from multiple text sources within the content areas of history, science, and literature.
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