My room

10. Schools should be ready for students, not the other way around.

I’m not sure where I heard this recently, and Google wasn’t helping me figure it out, but it’s perfect. You’re there for the students, not the building, the district, or some organization.

9. The school year is a marathon, not a sprint.

And this should have significant implications for instructional design–spiraling, for example. Some ideas students can “get” right away, while others will take all year. Continuously spiral those sufficiently complex ideas so student shave a chance to master them.

8. You don’t need a million tools and strategies to teach well.

Standards

Learning standards are concise, written descriptions of what students are expected to know and be able to do at a specific stage of their education. Learning standards describe educational objectives—i.e., what students should have learned by the end of a course, grade level, or grade span—but they do not describe any particular teaching practice, curriculum, or assessment method (although this is a source of ongoing confusion and debate).

Credits

Learning standards are concise, written descriptions of what students are expected to know and be able to do at a specific stage of their education. Learning standards describe educational objectives—i.e., what students should have learned by the end of a course, grade level, or grade span—but they do not describe any particular teaching practice, curriculum, or assessment method (although this is a source of ongoing confusion and debate).

Other

Learning standards are concise, written descriptions of what students are expected to know and be able to do at a specific stage of their education. Learning standards describe educational objectives—i.e., what students should have learned by the end of a course, grade level, or grade span—but they do not describe any particular teaching practice, curriculum, or assessment method (although this is a source of ongoing confusion and debate).