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Standards-Based Instruction is the foundational way of building curriculum that starts with the standards in mind.
Standards-Based Instruction is the foundational way of building curriculum that starts with the standards in mind.
Rather than focus on a resource or an assessment, the instructional designer starts with the standards their students need to reach, and builds instruction towards students' mastery of those standards.
Rather than focus on a resource or an assessment, the instructional designer starts with the standards their students need to reach, and builds instruction towards students' mastery of those standards.
The standards, in this case, become the learning targets. These are also often called learning objectives, learning intentions, goals, etc. The standards are at the core of every instructional design, and we work backwards to design differentiated instruction that leads students to mastery of those standards.
The standards, in this case, become the learning targets. These are also often called learning objectives, learning intentions, goals, etc. The standards are at the core of every instructional design, and we work backwards to design differentiated instruction that leads students to mastery of those standards.
Standards-Based Instruction is Data Driven
Standards-Based Instruction is Data Driven
Selecting a standard, teaching toward it, assessing students' learning of it, and then making your next instructional design moves accordingly is the Teaching Cycle.
Selecting a standard, teaching toward it, assessing students' learning of it, and then making your next instructional design moves accordingly is the Teaching Cycle.
This is Standards-Based Instruction (SBI) and is also called Data Driven Instruction, or DDI.
This is Standards-Based Instruction (SBI) and is also called Data Driven Instruction, or DDI.
Data can be quantitative or qualitative, and we seek to balance the two when we examine it.
Data can be quantitative or qualitative, and we seek to balance the two when we examine it.
Traditional instruction is calendar driven or resource driven, where standards-based instruction is rooted in assessments and data that show us how much mastery of a standard a student has gained.
Traditional instruction is calendar driven or resource driven, where standards-based instruction is rooted in assessments and data that show us how much mastery of a standard a student has gained.
Once our learning targets or goals become the standard, our instructional design leads students to reach that standard and achieve mastery.
Once our learning targets or goals become the standard, our instructional design leads students to reach that standard and achieve mastery.
The info-graphic to the left encompasses the layers of standards-based instruction.
The info-graphic to the left encompasses the layers of standards-based instruction.
Teaching with the standards in mind is also often called backwards design. Our current unit design at the Elementary Level will include this framework, mainly that of Grant Wiggins and Understanding by Design.
Teaching with the standards in mind is also often called backwards design. Our current unit design at the Elementary Level will include this framework, mainly that of Grant Wiggins and Understanding by Design.
This framework allows us to:
This framework allows us to:
-hone in on the standards we want students to reach
-hone in on the standards we want students to reach
-break down those standards into skills and content for students to master
-break down those standards into skills and content for students to master
-create essential questions to steer students thinking throughout instruction
-create essential questions to steer students thinking throughout instruction
-develop differentiated instructional opportunities for students
-develop differentiated instructional opportunities for students
-formatively assess their learning and progress toward mastery through assessments for learning
-formatively assess their learning and progress toward mastery through assessments for learning
-respond to students needs after examining their work and thinking on those assessments (data analysis)
-respond to students needs after examining their work and thinking on those assessments (data analysis)
-reteach and repeat the steps above
-reteach and repeat the steps above
Assessments OF Learning VS Assessments FOR Learning
Assessments OF Learning VS Assessments FOR Learning
Rick Stiggins
Understanding by Design; Planning Framework
Understanding by Design; Planning Framework
Grant Wiggins
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