Standards Based Instruction

Standards Based Instruction It's not about what we teach, it's about what they learn. Astandard should be broken down (or "unpacked") into one or more learning targets, which are meant to guide instruction and let students (and teachers) know where they are in relation to the learning goal. STANDARDS This learning target example supports a reading comprehension standard for informational texts. The target for 10th Grade is a level 3 on this continuum (or "scale"). The target is written from a student perspective and notes what a student can do, not what he/she cannot do. 1. KNOW YOUR LEARNING TARGET Until we understand what we want students to know and be able to do, we cannot plan appropriate instruction and practice to help them get there; İikewise, students are much more apt to reach a target that they can see. Level 1 Level 3: Target With support, I can identify main and supporting ideas of the text and can write a simple summary, with supporhor recognize how the structured the text. I understand the main and supporting ideas of the text and can provide a summary, but my summary may be overly general I can or too specific; I can identify how the author structured the text, including how information is organized and presented. On target: I understand main and supporting ideas of the text and can provide a succinct and objective summary that supports my purpose; I can explain how and why the author structured the text and presented information. I can determine which information from the text best supports my purpose, and can adjust my summary based on that purpose; I can evaluate the aufhor's decisions around structure and presentation. Level 2 Level 4 2. Pre-assess Your Students Getting students to a target requires knowing where they are starting. Design assessments that will provide precisely what you want to know. This assessment should not be graded, but should be scored and shared with students. Pre-assessments not only provide necessary information for teachers, but they also prime students' brains for learning the skills, understandings or knowledge we want them to learn. In addition, scoring pre-assessments allows students to see their growth over time, which has been proven to increase learning and engagement. STUDENTS Sort the student work based on the pre-assessment and using the scale-who can do what right now? 3. Look at Student Work Level 1 (7%) e Level 2 (23%) IO Target (57%) O O Level 4 (14%) IO What patterns do you see in the work? Áre there common misconceptions or errors? What are class strengths? Are there areas where all students would benefit from the same instruction? Did your assessment give you the information you were looking for about this particular skill, or will you need to revise it and re assess? Did it provide important or relevant information about any other skills? WARNING: Once we know what our students can and cannot do, it is educational malpractice for us to ignore it and provide the same instruction and practice for all students! 4. Respond to Student Needs We now need to move all kids forward from where they are, so we must design instruction and practice opportunities at a variety of levels. How? When creating tasks, be sure to keep them aligned with your target. DIFFERENTIATE Possible Differentiated Tasks (based on assessment data) What Would You Do? • Provide a template for gathering main and supporting ideas • Annotate the text to help students locate main and supporting ideas • Have students prioritize supporting ideas • Have students annotate the text as if they were creating a text book • Provide sample annotated summaries at a variety of levels • Have students write two summaries, adjusting each based on purpose • Provide a menu of structural choices • Ask students to design alternative ways the author could present the ideas • Have students write the author as editors asking for changes to structure Joe scored at Level 2 on the pre-assessment. His summary included a main idea and a few supporting details, but was too general to show sophisticated understanding. REMEMBER: All tasks should be respectful, rigorous, and designed to address the precise skills from the learning targets. @CVULearns