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See Figure 1.1 Mathematics Standard with Learning Targets on p.14

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See Figure 1.1 Mathematics Standard with Learning Targets on p.14

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based off learning specific skills and concepts, instead of broad over arching ideas

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"Standards based learning is all about recognizing (and eventually reporting on) [students'] whole selves" (p. 26)

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"Standards based learning is all about recognizing (and eventually reporting on) [students'] whole selves" (p. 26)

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Students learn standards and self-assess.

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The bullet points that discuss the shift in language used with students and parents.

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Communicate to learners that as teachers look at growth, they want to honor the natural learning process (p.27). 

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Communicate to learners that as teachers look at growth, they want to honor the natural learning process (p.27). 

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Standards and the process to understand is on p.13 and 14.

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Standards and the process to understand is on p.13 and 14.

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It can involve teaching students how to sharpen their metacognition skills as they relate to specific content standards (what do I know and need to know to meet the standard?)

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"The classroom culture changes as learners target their questions, understand and communicate their learning, etc." - see pg. 15

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"The classroom culture changes as learners target their questions, understand and communicate their learning, etc." - see pg. 15

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"...mak[ing] proficiency against standards ... the priority outcome." pg. 9

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"brings profile and attention to the characteristics that can otherwise be buried or marginalized in a system where all reporting is reduced to a singular symbol" (p. 10)

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"brings profile and attention to the characteristics that can otherwise be buried or marginalized in a system where all reporting is reduced to a singular symbol" (p. 10)

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SBL is NOT a single grade for a potpourri of academic and non academic factors - PAGE 18

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SBL is NOT a single grade for a potpourri of academic and non academic factors - PAGE 18

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shift the focus from grades to understanding

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Standards based learning can also include standards for behavior, while the grading is based off their knowledge not behavior

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page 10 - standards help create consistency from year 2 year

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page 10 - standards help create consistency from year 2 year

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An approach to grade students using standards and benchmarks as a guide to plan for the learning that we want students to accomplish. Students learn by doing using metacognition p.3

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To focus the teaching and learning on essential skills/content knowledge

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To focus the teaching and learning on essential skills/content knowledge

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Making sure that the assigned work is important (p. 25) "Be mindful about what you assign and how it will benefit student learning. "

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Making sure that the assigned work is important (p. 25) "Be mindful about what you assign and how it will benefit student learning. "

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Standards based learning is how the students master the standard. Standards based grading is a communication tool for students and parents. It communicates what the student has mastered.

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Students have a clear picture of the purpose of the learning tasks p. 10

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Shift from assessment to understanding...p.10 

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Shift from assessment to understanding...p.10 

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"Planning the destination before the journey."

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"proficiency against standards is the priority outcome" (p. 9)

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"proficiency against standards is the priority outcome" (p. 9)

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P12 "Becoming standards based is about changing to a culture of learning"

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Page 25-

The section discusses the thinking/talking shift required for standards-based learning. I found it interesting to think about current practice and possible changes.

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With standards based grading the goal is for students to show proficiency in meeting state standards. According to the book (ch. 1), this starts with knowing where you want students to go and planning accordingly end to beginning.

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Standards based grading is supposed to take the subjectivity out of grading. Graded solely on meeting the standard, not behavior, work completion, participation etc...

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"Communicate the standards, their learning targets, and what success looks like." p.25

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"Communicate the standards, their learning targets, and what success looks like." p.25

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Intententional sequencing of Assessements 

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Intententional sequencing of Assessements 

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Opportunities for learners to obtain skills and knowledge of content and educators to provide feedback and reteach.

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It raises the bar to higher order thinking and mastery.

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Standards based learning (to my understanding) is the process of students mastering a content standard, while as sbg is the evaluation of that student's mastery.