Articulate
What this category means to me:
From the beginning, when I first started to incorporate Standards Based Learning it made perfect sense to me as a teacher. Standards Based Learning is a adept vehicle for students to understand exactly where they are as learners and what they need to do in order to progress as learners. It takes the ambiguity for students out out of the learning process. I like SBL because I know it works to get the most out of my students as learners
Why it’s important to learning:
SBL by design requires teachers to set a clear purpose and have clear defined expectations for student learning. “First, we should recognize that a basic element of justice is the question of who it is about. One could argue that in court, it is about defendant, and in class it is about the defendant” (Zull 43). SBL switches the emphasis away from the omnipresent teacher in front of the room to the students and what the students can do. For some in education, this is going to be a paradigm shift. It is not what we teach students but how we teach them.
How what we know about the brain supports it:
“A physical brain means a physical mind; meaning itself is physical. That is why we need metaphors. without reference to physical objects and events, there is no meaning” (Zull 6). Throughout my seventeen years of teaching, I have always used analogies and metaphors in the classroom to help students grasped the content we were working on. In the last year I have been using a metaphor about soccer to help students understand why we moved to SBL in our classroom and in our school as a whole. They seemed to get it. We discuss in class the importance of practices(where you learn) and getting as many touches on the ball as possible is what leads to successful games(where you apply what you have learned). When the summatives are described as the games and formatives are described as the practices the students get it.
Unit 1 for Chittenden Core Humanities
KUD and targets:
What this category means to me:
From the beginning, when I first started to incorporate Standards Based Learning it made perfect sense to me as a teacher. Standards Based Learning is a adept vehicle for students to understand exactly where they are as learners and what they need to do in order to progress as learners. It takes the ambiguity for students out out of the learning process. I like SBL because I know it works to get the most out of my students as learners
Why it’s important to learning:
SBL by design requires teachers to set a clear purpose and have clear defined expectations for student learning. “First, we should recognize that a basic element of justice is the question of who it is about. One could argue that in court, it is about defendant, and in class it is about the defendant” (Zull 43). SBL switches the emphasis away from the omnipresent teacher in front of the room to the students and what the students can do. For some in education, this is going to be a paradigm shift. It is not what we teach students but how we teach them.
How what we know about the brain supports it:
“A physical brain means a physical mind; meaning itself is physical. That is why we need metaphors. without reference to physical objects and events, there is no meaning” (Zull 6). Throughout my seventeen years of teaching, I have always used analogies and metaphors in the classroom to help students grasped the content we were working on. In the last year I have been using a metaphor about soccer to help students understand why we moved to SBL in our classroom and in our school as a whole. They seemed to get it. We discuss in class the importance of practices(where you learn) and getting as many touches on the ball as possible is what leads to successful games(where you apply what you have learned). When the summatives are described as the games and formatives are described as the practices the students get it.
Unit 1 for Chittenden Core Humanities
KUD and targets:
https://docs.google.com/a/cvuhs.org/document/d/1HjDmp2St9yxgOAMsAPr-TDJf0ePL5_kEcOK8mtZCE8s/edit
Unit 1: Targets
https://docs.google.com/a/cvuhs.org/document/d/1JNTBbGUxc0a-sCYaaBWxGRlJ9hLLZzuaUkZwPQvmUFM/edit?usp=sharing
Unit 1: Targets
https://docs.google.com/a/cvuhs.org/document/d/1JNTBbGUxc0a-sCYaaBWxGRlJ9hLLZzuaUkZwPQvmUFM/edit?usp=sharing
Unit 2 for Chittenden Core Humanities
KUD and targets
KUD
https://docs.google.com/a/cvuhs.org/document/d/1aHGZHLp4XGtaJt0JnlO9bpzWVACt0xjtfBWKtjQDMtw/edit?usp=sharing
Targets:
https://docs.google.com/a/cvuhs.org/document/d/1X8VKyJ8qdR0ty3vTQZ9LEkxGy_iyS4vqZcdWFRPL090/edit?usp=sharing
Unit 2 Summative
https://docs.google.com/document/d/1pDgdv46CQt-UNwum-HOxyR9NmSf2HIYjLM7SuLPpSK8/edit?usp=sharing
Unit 3 for Chittenden Core Humanities
KUD (Draft)
https://docs.google.com/a/cvuhs.org/document/d/1aHGZHLp4XGtaJt0JnlO9bpzWVACt0xjtfBWKtjQDMtw/edit#