Many teachers, students, parents, and community members have asked the question, “How is a SCPBL classroom different than a “traditional” classroom?” That question was asked of teachers using SCPBL in Sanford and here’s what they said:
- Flexible schedules that allow for ELO’s, internships, job shadowing, learning anytime anywhere.
- Cross discipline learning (ex. students may meet learning targets from different classes with one project).
- Student ownership that include Personal Learning Plans, students tracking their academic progress, opportunities for student reflection.
- Voice and Choice where students can request to learn in a way that suits their learning style and with a focus on what interests them and has meaning for them all with respect to the measurement topic that they are working with, within reason (autonomy with boundaries).
- Students can show mastery in varied ways – customized assessment.
- Shared rubrics to show that no matter the path or assessment, all students have met proficiency.
- Students move along on the learning continuum at their own pace (which is teacher pace or faster, otherwise some students wouldn’t push to meet mastery).
- Curriculum and assessment is transparent for all stakeholders.
- Students are given multiple opportunities to show mastery.
- There is a system of formative and summative assessment.
- There is a focus on revising and remediation.
- Continuous grouping and regrouping of students who are working on common standards.
- There is a classroom culture that encourages open communication between the students and teachers. Some examples: (not intended to be strict guidelines) Parking lot, Code of Conduct/Cooperation, Flow Chart of Standard Operating Procedures (made with input from the class), – Class web page using one of the variety of available platforms.
- Classes that can offer more “outside the wall” activities.
- Devices that allow for a “flipped classroom” (aka students can take them home and use them for homework purposes).
- Students learning form community experts both in the classroom and “out” in the community (Extended Learning Opportunities or ELOs).
- Students showing mastery through authentic assessments and real world problem solving (service learning).
- Students support each others’ learning – lots of peer to peer tutoring and mentoring.
- Awareness, articulation and deployment of learning targets with the appropriate rigor of lesson design and assessment.
- Student awareness of Sanford’s Vision for 2015.
- Transparency – students know what their learning goals are, how they will be assessed and they can track their progress.
- Students move through learning continuum as they learn.
Do you agree? Can you think of other ways to describe a SCPBL classroom? Let’s keep this list growing …