Standards based classroom checklist

Standards based classroom checklist

Deeper competency-based learning: making equitable

Rubrics are and always have been the standard classroom method used by teachers to assess student work. When a teacher assigns a project, article, or task, students typically expect to be given a rubric outlining precisely how the teacher wants the product completed. With this “checklist” rubric, the student will complete the product according to the teacher’s expectations, step by step. This has the effect of over-determining the end goal by producing a checklist of results and adjectives that characterize the product rather than the students’ use of learning goals to create the product. As a result, the rubric does not explicitly determine the student’s mastery of the program or learning level. The student is not using logical thinking to complete the task because all they have to do is follow the checklist. Teachers must be completely certain that students are mastering expectations before they spend time on a product. Teachers will do just that with the aid of a standards-based rubric. April Zawlocki describes how “standards-based rubrics outline the standards that must be met in the evaluation and lets the students determine how they can prove they have mastered the material” in her article “What Have Rubrics Got To Do With It?”

Lesson planning: what is required?

Act 77, passed by the Vermont legislature in 2013, mandated that all Vermont schools adopt personal learning plans, flexible pathways, and proficiency-based learning by 2020 for students in grades 7 through 12. That’s what there is to it right now. (At least, that’s how it felt at the time of recording.)
Emily Rinkema: I’m Emily Rinkema, and I’m
We are coordinators in proficiency-based instruction. In the Champlain Valley School District, that is our new title. We’ve been in this position, but under various names, for about ten years now, I believe. We also have training.
So, as humanities professors, we’ve been working together for 22 years, and we still teach a course together at the high school. We each spend half of our time at the high school promoting standards-based learning implementation, and the other half of our time is now spent at the middle school supporting implementation.
Emily: We also wrote the book for Corwin about two years ago, and we’ve had the opportunity to work with a lot of schools and districts not just in our state but around the country since then. Then, more recently, partnering with a few schools abroad. It’s been fascinating to see how different school districts view the same learning standards.

081519 starting the school year checklist

SBL (Standard-Based Learning) is not the same as standardization. In reality, recognizing the core aim of SBL, which is to make learning the primary objective for all students, allows us to create processes and frameworks that are more intimate, versatile, and engaging for both ourselves and our students.
SBL asks us to structure our teaching and learning around three questions at its heart. These issues direct the development of objectives, evaluations, instructional planning, and learning communication systems.
Although the transition to a standards-based classroom appears to be straightforward on the surface, it is anything but. The difficulty arises from the implementation, alignment with existing structures, and the daunting task of departing from one’s comfort zone. The Standards-Based Classroom offers educators realistic methods and measures based on several years of both achievements and setbacks to help them make the transition to a standards-based system. The book’s easily adaptable and realistic examples, methods, and models can be used in any classroom. Teachers new to SBL will recognize the components, seasoned teachers will see the similarities to current practices, and all educators will recognize SBL’s ability to transform learning.

Differentiated instruction: why, how, and examples

Normative-based The term “classroom” refers to a collection of research-based instructional, evaluation, and grading methods based on a pre-determined set of knowledge and skills (standards) that students are required to learn at a specific grade level. The Georgia Standards of Excellence (GSE) in English Language Arts and Math, Social Studies, Science, Health, Physical Education, and CTAE, as well as the ISTE Standards for Technology, are the curriculum standards in our SBCs. The standards define the skills and knowledge that must be learned, and teachers must then decide how and when to teach students in order for them to fulfill the standards’ learning objectives. Georgia Requirements are available at georgiastandards.org. The Core-Curriculum at SCCPSS includes Units and Learning Activities. These can be found on ACORN. Student Expectations – Students and teachers use the vocabulary of the standards when reviewing them. Acceptable Standards or Learning Goals are posted, accessible, and regularly referenced. The students ARE INFORMED about what they are studying and can tell you about it. The aim is to master the norm.