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The Bridge Between Students and Standards

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Information about The Bridge Between Students and Standards
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Published on February 17, 2014

Author: ncmsa

Source: slideshare.net

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The Bridge Between Students and Standards
Constructing Avenues of Learning That Meet Standards and Honor Individuals
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The Bridge Between Students and Standards: Constructing Avenues of Learning That Meet Standards and Honor Individuals Thank You for joining us! In this session you will learn the importance of both standards and individuals in the classroom. In addition, you will see multiple ways for you to construct projects that not only meet standards, but also honor the individuality of your students. Though the standards used in this presentation represent the Common Core ELA Grade 7 standards, the practices and theories are applicable to any grade or subject. If you would like to join in this presentation, or revisit it at your convenience, you can find the Prezi at the link below: http://prezi.com/x7zq7vggztzj/the­bridge­between­standards­and­students/

Key Points: 1. Standards: As in any industry or field, the instructional standards laid out by the Common Core are vital to the practice of teaching. These standards help insure that, at a national level, educators are pushing students to perform at the highest level. Meeting these standards is essential to the integrity of our profession, as well as building the reputation of our education system on a national level. 2. Individuals: As teachers, we are asked to meet the same standards nationwide; however, we are not given the same “raw­material.” There is no such thing as a “standard” student. Students are unique individuals, and to think that there is a “standard” way of teaching children at a national, state, district or even individual­classroom level is absurd. Our students are not just the number they achieve on an EOG, and if we do not make the uncovering and nurturing of each individual identity apart of the foundation of our classroom, we have no hope of ever meeting the standards we so highly regard. 3. Identity: Our first priority in the classroom needs to be finding ways to uncover students’ personal identity. Our students represent a plethora of races, religions, cultures, socioeconomic levels, interests, hobbies, gifts, talents, fears, struggles memories and so much more. It is our job to make them aware of these nuances so that they can answer questions like “Who am I” “Why do I matter”, because the answers to these questions is what makes our content and standards relevant. 4. Voice: Once students find out who they are, they need to find their voice. This means understanding how to express that identity within a system that seems overpowering and far­removed. This includes sharing that identity within the classroom, as well as finding ways for their voices to carry beyond the classroom walls. 5. Story: When students understand who they are, and how to share that identity within the context of the world around them, they become eager to tell their story. Suddenly, they understand that who they are, what they believe and what they have experienced matter, and they want to tell people. Telling their story should be a huge part of education, because it is from these stories that students acquire prior knowledge. These stories explain why they are the way they are. They show how students have acquired skills and account for their weaknesses. As teachers, these stories tell us what kids need, and how to give it to them. 6. Conclusion: Building a classroom that meets standards and values individuals is not easy. There is no “How To” guide or formula. It is a process that continues throughout the whole year. Some students respond well and thrive immediately; others resist and seem to wither, and this is ok. Engaging in this process is a worthwhile endeavor that will set students on a path of self­discovery, on which learning and valuing learning is inevitable. This enables students to master standards, find relevance in content and above all, value themselves and their place in the learning process.

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