By Scott Sterling You might think that the standards, whatever they look like this year, are in the domain of the teacher. After all, it’s your job to make sure your students meet them. They just have to sit there and absorb your knowledge, right? We all know that last
By Scott Sterling Last month, we discussed conative skills. You won’t find conative skills on many pacing guides or curricula, but students need to master them. Our list from that post included: Interpreting situations Cultivating a growth mindset Developing resiliency Avoiding negative thinking Taking various perspectives on an issue Interacting
By Scott Sterling “Standards-based” is a widely used term these days, usually in reference to certain grading systems that some view as controversial. We’ll talk about grading toward the end of this post, but the key to remember is that standards-based education is nothing new. It is just rarely practiced
By Scott Sterling Adapted from Libby Garst’s excellent pre-conference session at Building Expertise 2014, Rigorous Standards-Based Unit Planning – Math. We have previously discussed the concept of unpacking a standard without going into much depth. Some veterans may already be quite comfortable with it, but it’s time for those who aren’t
by Scott Sterling When you look at your curriculum at the beginning of the year, some units just naturally stick out. It might be because every year, teaching place value is an uphill slog—or that the poetry unit always turns out to be a highlight. Some lessons just belong together.