STANDARDS BASED

INSTRUCTION

WHAT A STANDARDS BASED LEARNING FOCUSED

CLASSROOM LOOKS LIKE Desks in pairs or groups of 3-4 Students engaged in learning, minimal whole group

instruction, students in collaborative pairs, small

groups, etc. Standards-driven: standards/elements posted and

used explicitly in instruction Content-specific vocabulary posted and explicitly

taught Focus on rigorous, high-level learning Performance tasks aligned to standards Instruction is differentiated by content, process,

product

MARZANO’S QUESTIONING PROCESS

SUGGESTION FOR POSTINGSTANDARDS

POST THE STANDARD THEN ATTACH THE ELEMENTS AS YOU TEACH THEM

I CAN STATEMENTS

WHERE CAN THE STANDARDS BE FOUND:

FLDOE/Inside Imagine/Curriculum Maps

KEEPING TRACK OF SUCCESS USE ANCHOR CHARTS SO THAT STUDENTS KNOW WHAT THE ACCEPTED PERFORMANCE LOOKS LIKE EXAMPLES

USE DATA WALLS/BENCHMARK GRAPHS

WHAT THINGS SHOULD BE ON THEWALLS OF A STANDARDS BASED

LEARNING FOCUSED CLASSROOM?

Standards Essential Questions-I CAN

statements Content Specific Vocabulary Anchor Charts Student work samples Other things that will help

students master the standards-Visuals

THE NEXT STEP

DIFFERENTIATED INSTRUCTION

TAKING IT TO FULLY OPERATIONAL

DIFFERENTIATED INSTRUCTIONFULLY OPERATIONAL

All teachers make appropriate use ofdifferentiation including adjusting

content, process, product, and learning

environment based upon diagnosis of

students’ readiness levels, learning styles,

and interests and personal goals.

HIGH IMPACT STANDARDS-BASED PRACTICE

Students are expected to meet thesame standards when instruction is differentiated bycontent, process, and/or product.

Fully Operational: Teachers monitor studentprogress to revise content (how students are givenaccess to the standards) process (how studentslearn and apply the standards) and product (howstudents demonstrate their understanding of thestandards). Teachers revise content, process, andproduct as necessary. Although the content,process, and product may differ for students, theycan explain how their work meets standard(s).

WHY DIFFERENTIATE INSTRUCTION?• 25%-37% of students learn “in spite of us.” Theycome ready, willing, and able to succeed. They seeeducation as a means to an end, do the work asassigned, and have the support of their parents.

• 15%-25% of students are identified as having someexceptionality and receive additional resources (i.e.,special education, gifted education)

• 37%-50% of students learn because of the teacher’sskills and efforts and because of appropriateinstruction and assessment aligned to the standardsGregory, G. and Chapman, C. (2007). Differentiated Instructional Strategies: One

Size Doesn’t Fit All. Corwin Press.

DIFFERENTIATION - SUMMARIZEDDifferentiation is the adjustment ofteaching and learning processesaccording to the learning needs ofstudents. All differentiation ofinstruction begins with assessment.

Differentiation can be aimed at:• a whole class• groups within the class

WHAT CAN BE DIFFERENTIATED?Learning can be differentiated by:• Content- how students are given access to the standards• Process – how students learn and apply the standards• Product – how students demonstrate their understandingof the standards• Learning Environment – grouping patterns andclassroom environment that provide students the bestopportunity to learn the standards

Based on the analysis of students’:• readiness level• learning profile• interests and personal goals

Managing aDifferentiated

Classroom

CLASSROOM PROCEDURESMUST BE

– TAUGHT- students must be taught exactlyhow to do what is expected of them

– PRACTICED- procedures must be practicesuntil students are proficient at performing theexpected behavior

– REVIEWED- procedures must be reviewedoften to remind students of expected behavior

FLEXIBLE GROUPS Should be purposeful:• may be based on student interest,learning profile, and/or readiness• may be based on needs observedduring learning times• geared to accomplish curricular goals

Implementation:• purposefully plan using data• list groups overhead or place infolders or mailboxes• “on the fly” as invitational groups (choice)

ANCHOR ACTIVITIESA task or tasks to which a student automatically moves when theassigned task is finished.

TRAITS OF EFFECTIVE ANCHOR ACTIVITIES:• Important—related to key knowledge, understanding,and skill• Interesting—appeals to student curiosity, interest, learning preference• Allow Choice—students can select from a range of options• Clear Routines and Expectations—students know what they are to do, how to do it, how to keep records, etc.• Seldom Graded—teachers should examine the work as they move around the room. Students may turn in work for feedback. Students may get a grade for working effectively, but seldom for the work itself. The motivation is interest and/or improved achievement.

CHECKLIST FOR GROUP WORK

Students understand the task goals. Students understand what’s expected of individuals to

make the group work well. The task matches the goals (leads students to what they

should know, understand, and be able to do). Most kids should find the task interesting. The task requires an important contribution from each

student. The task is likely to be demanding of the group and its

members. The task requires genuine collaboration to achieve shared

understanding. The timelines are brisk (but not rigid). There’s a “way out” for students who are not succeeding

with the group. There is opportunity for teacher or peer coaching. Students understand what to do when they complete their

work at a high level of quality.

EXPECTATIONS A list with explanation of your class

procedures. Evidence in lesson plans that your

classroom procedures have been taught and practiced.

Students should be able to explain your class procedures.

Students can ask for assistance if needed.

Remember procedures may need to be added as you learn more.