This is the fifth post in a series about my journey with Standards Based Learning and Grading.
It’s all about learning…standards based learning
Standards set? Ready to jump in? Awesome…bring on the learning!
Once learning standards have been established, they must be unpacked for all stakeholders. This involves breaking them down into manageable pieces that relate to instruction, knowledge, skills, and understandings. For me, know, understand, and do statements create meaning out of standards that can seem a little overwhelming to students. These statements are easily adaptable for entire units of study or particular standards. I use them to guide instruction and learning experiences in my classroom. My students use them to inform decisions regarding formative practice and pacing. The know, understand, and do statements serve as checkpoints along the journey to mastery.
Once these statements are derived and communicated, standards based learning can become the primary focus. Standards frame the learning experience, but formative practice is crucial to growth and improvement. Students and teachers work together to accomplish the common mission – mastery. Learning is a messy experience with forward progress moving at different rates for all students. Standards based classrooms allow for risk taking, embrace failure as an opportunity for learning, and model recovery from that failure. Success is not a venture of if, but rather when.
Differentiation is made easier and more seamless by opening the lines of communication regarding expectations for learning. Students can manage their own formative practice once standards are clearly unpacked. The ownership of learning and responsibility for it can be placed where it most certainly belongs – with our learners. The role of the instructor changes to a facilitator and supporter of learning rather than someone who dictates every moment of the experience.
Growth is a natural part of standards based culture. It is inherent in what students do each day with formative work and feedback loops. By removing the grades from formative practice and replacing them with meaningful feedback, learning never stops, and continual improvement is the norm. Another essential component in a standards based learning environment is the respectful task. Students become apathetic, bored, and fearful when formative work is not at the appropriate level. Open communication allows for students and teachers to create and choose the tasks best suited for learning.
The standards based classroom climate is collaborative and positive. The ‘gotcha’ mentality is removed and the door is swung open to learning. Proficiency, mastery, and success are pursued by everyone. Collaborative learners are a powerful force in an environment where they help, guide, and support each other throughout the process. Student leaders emerge and are unleashed to assist others and hone their leadership skills. Too many students come into our schools with a fixed mindset. They are either smart or not, successful at school or failures. Standards based culture shows students that growth is not only available but accessible and attainable for everyone.
Bottom line in a standards based learning environment…Students are empowered to learn.