The Standards-Based Classroom: Make Learning the Goal

by Emily A. Rinkema, Stan Williams

Overview

Win big in the standards-based classroom!

Standards-Based Learning (SBL) is NOT standardization. In fact, when we recognize the central purpose of SBL, which is to make learning the goal for all students, we can design systems and structures that are more personal, more flexible, and more engaging—for us and for our students.

At its core, SBL simply asks us to organize our teaching and learning around three questions. These questions guide the creation of targets, the development of assessments, the instructional planning, and the systems to communicate learning.

•            Where do we want our learners to go?
•            How do we know where our learners are in relation to where we want them to go?
•            How do we move them from where they are towards or beyond where we want them to be?

While simple at the core, the transition to a standards-based classroom is anything but. The complexity comes in the implementation, the integration into existing systems, and the difficult task of moving away from what’s most comfortable. The Standards-Based Classroom provides practical strategies and steps based on many years of both failures and successes to support educators during this transition to a standards-based system. The accessible and concrete examples, tools, and templates in the book can be adapted into any classroom. Teachers who are new to SBL will understand the parts, experienced teachers will see the connections to current practices, and all educators will realize the potential SBL has to transform learning.

 

Product Details

ISBN-13:	9781544324210
Publisher:	SAGE Publications
Publication date:	08/10/2018
Sold by:	Barnes & Noble
Format:	eBook
Pages:	168
Sales rank:	751,059
File size:	6 MB

About the Author

Emily Rinkema is currently an instructional coach in the Champlain Valley School District (CVSD) in Vermont, spending half of her time supporting standards-based instruction and learning at the high school and the other half supporting the middle schools in their transition to standards- based learning (SBL). She also code- signed and coteaches Think Tank, a class that puts high school students at the center of the educational transformation happening around them. Emily began teaching English and humanities at Champlain Valley Union High School twenty years ago and was inspired by the progressive philosophy of the school and community from the start. While teaming with Stan Williams in a heterogeneous tenth-grade humanities class, they became obsessed with differentiated instruction and SBL, applied for a sabbatical, and began down the path that would lead to instructional coaching. Emily is the cofounder of the Vermont Standards-Based Learning (VTSBL) Collective, a grassroots organization that brings together educators interested in improving education through SBL. She has organized, led, and participated in the annual symposium sponsored by the VTSBL Collective and has presented about SBL at schools around Vermont and at the 2018 ASCD Empower18 Conference. Emily has a master’s degree in English from the Bread Loaf School of English at Middlebury College and is still involved with the Bread Loaf Teacher Network and, along with Stan, is very active professionally on social media through @ CVULearns.

Stan Williams has taught and worked in the Champlain Valley School District (CVSD) in Vermont for over twenty years. He is currently an instructional coach for the district and spends his time supporting standards-based learning (SBL) and instruction at the high school and the four district middle schools. Besides his work as an instructional coach, Stan co-teaches a class called Think Tank, which has students examining education and learning and has kids at the heart of educational transformation.

Table of Contents

FOREWORD BY KEN O’CONNOR
ACKNOWLEDGMENTS
ABOUT THE AUTHORS
INTRODUCTION
SECTION I: ARTICULATE DESIRED RESULTS
Chapter 1: Developing K-U-Ds
Chapter 2: Creating Learning Targets
Chapter 3: Building Learning Scales
Chapter 4: Collaborating With Special Educators
SECTION II: DEVELOP TARGETED ASSESSMENTS
Chapter 5: Summatively Assessing Learning
Chapter 6: Formatively Assessing Learnin
SECTION III: DESIGN EFFECTIVE INSTRUCTION
Chapter 7: Designing Instruction
Chapter 8: Differentiating by Readiness
SECTION IV: MONITOR AND COMMUNICATE LEARNING
Chapter 9: Monitoring and Grading Learning
Chapter 10: Communicating With Families
CONCLUSION
REFERENCES
INDEX

Editorial Reviews

"This book is important because of its relevancy for teachers who are implementing or transitioning to standards-based learning or want to do so. As educators, we are always looking for ways to improve our craft, and readers will find this to be a great resource. In this book, teachers will find answers to common questions and concerns related to standards-based learning environments and develop confidence to communicate with students, parents, and colleagues regarding the change in practice. They will also gain much needed practical advice, examples, and processes to implement in a standards-based classroom. "

Garnet Hillman

If you are looking for that one book that explains teaching and learning, then this is it. Full of practical advice, suggestions, and further readings, the authors discuss and illustrate concepts with a clarity that is seldom witnessed in educational literature.”

Dr. Ken Darvall

"This book takes much of the guesswork out of becoming a highly efficient and effective teacher in a standards-based system. The authors have thought deeply about (and explained) many of the 'road block' issues and provide both theory and practice to support teachers doing this work. This system helped me as the instructor and helped my students achieve at the level in which they desire. The Standards-Based Classroom leans on the work of the experts in the field in a very pragmatic way and makes it a great resource for teachers seeking to engage in standards-based work. "

Dr. Tom Buckmiller

"Most of us know that middle and especially high school educators can be reluctant to implement authentic standards-based learning, including grading and reporting. By having secondary authors and practitioners speaking to secondary educators, this book is right on target for what’s needed in the field right now and captures the right spirit of what standards-based learning is all about. "

Becca Lindahl

"The Standards-Based Classroom: A Practical Approach really is practical! With a plethora of examples and models and great suggestions that are organized to be easily read and quickly learned, this book is a must-have for any teacher considering stepping up their game to increase student learning. "

Renee Peoples

The Standards-Based Classroom provides teachers with a practical guide to implement standards-based learning in their classrooms. The authors provide a perfect balance of context and commentary, practical examples, challenges, and suggestions for further exploration. Readers can use this book to transform their pedagogy and practice to better meet the needs of all learners with a standards-based approach.”

Brian M. Stack

"This book provides practical, realistic, and useful guidance to achieve its desired outcome. The authors take the 50,000-foot view of the best instructional, assessment, grading, and reporting practices that comprise the different parts of standards-based learning and integrate them into a practical system that improves learning for all students. Then they go to ground level to show how each piece works. The Standards-Based Classroom provides an outline or blueprint for developing a system that will improve the opportunities for learning for all students. "

Hugh O'Donnell