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Standards-Based Learning in 10 Tweets: A tiny primer that completely oversimplifies a complex (& difficult) shift in teaching & learning. @rickwormeli2 @danfrench @mctownsley @tguskey @leeannjung @MastTranscript @GOAlearning @allison_zmuda @VTEducation @kenoc7 #sblchat #edchat
1. Understand Why: read everything you can re: the brain (Zull, Jensen, Armstrong, Tate), motivation & change (Pink, Heath Bros, Wagner, Fullan), learning & teaching (Tomlinson, Zmuda, Wormeli, Guskey, Jung, O'Connor, Y Jackson). So many more (reply w/ your additions).
2. Understand What: At its core, SBL is about setting clear learning destinations, determining where Ss are in relation to the destinations, and doing everything we can to help Ss reach or go beyond. SBG is communicating where Ss are in relation to the destinations. That's it.
3. Set Destinations: Develop a KUD (Know, Understand, Do) to articulate content knowledge & skills Ss will learn, practice, & demonstrate in your course. Your Dos (skills) are also your learning targets (LTs)--Ks & Us are the required content: tinyurl.com/yxsxahzw
4. Develop Scales: For each learning target, develop multi-level scale. Scales are invitational, instructional, & articulate skills at increasing levels of complexity. Over time, develop benchmark sheets to be more clear about what the learning looks like: tinyurl.com/yxouvwg4
5. Design Summative Assessments: Summatives provide evidence of achievement of the targets. How will Ss demonstrate what they know, understand, & can do? Consider authentic ways to demonstrate learning (ask, What does a scientist do? Design assessments that do real things).
6. Develop Practice & Formative Assessments: Practice is engaging, low-risk, non-scored--a chance to play w/ new content & skills. Formatives are intentionally designed to determine where Ss are in relation to targets--used to drive our next steps for instruction & practice.
7. Design Instruction: When focus shifts to skills, instruction needs to change. No more delivering content to empty vessels. We use content to instruct skills. Much harder! Use scales to design direct instruction & practice with content that is not new: tinyurl.com/yxzmlehd
8. Differentiate: After we formatively assess, we know exactly where Ss are in relation to our targets, & there's no chance they are all at the same place. We need to differentiate by readiness in order to move all students towards or beyond the targets: tinyurl.com/y4nkvcey
9. Summatively Assess: You designed summatives earlier, so have been preparing Ss for success. There are few surprises--Ss & Ts know where they are going in. Stress decreases for all. Use the scales to score the assessment (no need for additional rubrics). Record scores.
10. Communicate: Whether grades, labels, or narratives, summative info is communicated to families. There are few surprises, as you & Ss have been tracking progress on the way. Separate behaviors/habits from academic achievement; communicate where Ss are in relation to targets.
Simple, right? Well, in theory, yes. But these steps require significant shifts in how we think about teaching & learning. Despite the challenges, our Ss and their futures are worth it (and frankly, it's way more fun to teach in a standards-based class).
