When I first experienced professional development (PD) as a new teacher, the session was not as positive or as promising as I’d hoped for. My school was struggling with academic achievement and as a result, staff was mandated to attend PD sessions twice a week before school, once a week after school, and at least once during a planning period. You might think, “What a great opportunity: so much learning!” And it really could have been great, if my PD experience had been tailored to what I needed as a rookie teacher, a math teacher, or just someone overwhelmed by grading and lesson planning. As it was, I often found myself mandated to engage in activities unrelated to my content or experience.
I recently read an excellent post on Learning is Leading, a blog by Kyle Pace, that resonated with me and the work I do now at Kiddom. Titled, “Sandbox Time” — The Style of PD Teachers Deserve, Mr. Pace describes his experience delivering educator PD, emphasizing the similar needs of teacher learning and student learning. He explains ‘sandbox time’ as “Simply put, it’s giving the group time to play. Time to explore, talk, and get comfortable. Time to discover and create new ideas.” There is much consideration and thought given to how students learn, but too often teachers don’t get the same treatment. Lecturing is an unproductive professional development method, especially since a teacher’s time is so precious. We learn much like students do; in fact, it’s more fun that way. To be lifelong learners, we need adequate opportunities to be inspired. Adults, like students, need ample time to discover new strategies by exploring, by practicing, collaborating, and being given the opportunity to drive their own learning experience.
If you’re a teacher, then you know teacher certification programs and college courses do not set up educators to be adequately prepared for day one in the classroom. We now widely accept that the best instruction is achieved through experience. A former colleague of mine shared that her school in Washington D.C. builds up their first-year teachers by requiring them to shadow a lead teacher for a full year before taking on their own classroom. These first-year teachers receive an excellent PD experience by developing the skills they will need on the job through exploration and practice. Teacher learning modalities vary just as much as student learning modalities. We push personalized learning for students, so how are we not held to the same expectation when serving our teachers?
Kiddom’s professional development was designed to address the hypocrisy in teacher vs. student learning. Kiddom PD equips teachers with resources that are innovative and student-centric, but most importantly, they are teacher-tailored. This year, we facilitated several PD sessions equipping teachers with resources to implement with blended learning models, experiment with a variety of education technology tools, and more. We facilitate PD similarly to Mr. Pace’s “sandbox time,” giving teachers plenty of time and support to explore resources and reflect, collaborate, and plan. There are five components of Kiddom PD tailored to support the teacher learning experience.
Giving learners choice is generally accepted as a good teaching practice. We should set the same norms for adult learning. With Kiddom PD, multiple learning objectives are presented. Teachers choose their primary focus for the session, dependent upon their prior knowledge and individual learning goals for that day. Giving teachers choice in experience tailored to their individual needs promotes engagement and relevance. We know if teachers don’t feel a particular PD session is relevant to them, they check out. We have all done it and it’s time to acknowledge this and change course.
Similar to encouraging our students to explore concepts with manipulatives in math class, PD at Kiddom encourages teacher exploration time in PD. Once a teacher chooses their learning objective, they are directed to a list of PD options, including choices for reading, watching, listening, reflecting, practicing, and planning. If we are previewing an edtech tool, learners need time to explore what it offers. Offering flex time for teachers to learn at their own pace and reflect on questions they have is critical to development.
Kiddom’s Teaching and Learning team actively seeks new research strategies and cutting-edge resources for teachers, pushing attendees to challenge their ideas of the traditional classroom. When I attend PD, I don’t want to get my hopes up that I’ll learn something new and exciting, but walk away with age-old practices like I have experienced at conferences. PD by Kiddom is tailored to teachers’ individual needs, changing how PD is traditionally offered in schools. Our team is constantly learning, experimenting, and testing instructional strategies and models to adapt for the digital age. We know K-12 education is rapidly changing, so we design PD purposefully to reflect the skills teachers and learners need for the future.
If I am new to an instructional strategy, I’d like to see it in action first so I can visualize how I can incorporate it when I go back to my own classroom. If I sign up for PD covering blended learning, then I believe the experience should model a blended learning classroom. Participants in Kiddom’s blended learning PD, for example, experience a mixture of online resources, facilitator-led discussions, and opportunities to share and reflect with other attendees. The necessity to model new instructional strategies should be so obvious, as we demand it in our own classrooms!
Kiddom’s PD model provides personal support to educators that seek to improve their practice. During sessions, our Teaching and Learning team converse with educators in addition to allotting time for educators to collaborate and support each other. When educators take part in our online PD, support is available at all hours so questions can be answered thoughtfully and personally.
Future professional development by Kiddom will offer mini-PD sessions anyone can take advantage of on their own time. Choosing your own adventure, having a database of actionable, relevant, and useful PD materials to better your practice is what we will continue to build and offer. Unlike some courses that offer self-directed PD with pages and paragraphs of written advice and directions no teacher has time to read through during the school year, Kiddom PD will be bite-sized and digestible, even during tight planning periods.
The clever comparison of educator PD to “sandbox time” resonated with us at Kiddom, so we had to respond and add onto these exciting changes in teacher learning. If we as educators are to market ourselves as “lifelong learners,” then we need to be as convincing for our peers — we certainly owe them high-quality ways to stay inspired and improve their instructional practice. As a former educator now leading professional development, I am so excited to see more thought-leaders in education encouraging exploratory PD. I look forward working with others in the field to rebuild a professional learning culture in schools. One that teachers will look forward to, rather than dread. Then perhaps we won’t even need happy hour afterwards to convince our colleagues to join. But it doesn’t hurt. 😉
Thank you for the work you are doing around bringing quality, personalized learning to educators. We are excited to learn more about your approach to professional development. We would love to hear your thoughts and feedback and the PD that Kiddom offers educators. We look forward to hearing from you.
The first instructional model I learned as a teacher was “I Do, We Do, You Do.” Also known as the gradual release of responsibility (GRR), this strategy was most effective when introducing new concepts because it allowed me to “reach” every student at the same time. But like any instructional technique, GRR has its shortcomings: it erroneously assumes all students learn and work at the same pace. And while this technique may have satisfied pedagogical best practices developed in the 20th century, teaching to the average is no longer considered ideal since it fails to optimize learning for the individual student.
When I relied on “I Do, We Do, You Do” in my first few years as a teacher, I immediately saw gaps in student learning. Students that were learning at a different rate than the pace I set were either bored (maybe they grasped the concept quickly) or distracted (maybe they couldn’t connect to the concept in the way I presented it). I devoted a lot of energy to keeping the whole class engaged throughout the lesson, but this task proved difficult to achieve and often created unnecessary classroom management challenges. The added stress from relying solely on “I Do, We Do, You Do” inspired me to experiment with more student-centric instructional strategies.
I found three components of instruction difficult to incorporate well with GRR: building student choice and voice, offering differentiation, and supporting multiple learning modalities. Using the Kiddom platform, I’m going to explore how teachers can employ student-centric methodologies to address these areas and take their craft to the next level.
Student Choice and Voice
Typically, teachers come to class with a planned lesson, activities, and independent practice. We know, however, that students are most motivated when they’re able to choose their own path to success and voice their opinions throughout the learning process. To increase engagement, students need to be provided with more opportunities to choose and connect. Interest-based projects and Socratic seminars are instructional practices designed to provide students the freedom and flexibility to choose their own path to mastering skills while providing them with a channel to express themselves.
With interest-based projects, students are able to explore topics relevant to them, leading to higher-quality work and deepened conceptual comprehension. Using Kiddom, teachers can easily share a different interest-based project with each student via a standards-aligned content library, a Google Drive attachment, or additional types of attachments.
Once the project has been submitted, grading and sharing feedback is seamless via Kiddom’s rubrics. The platform comes preloaded with academic and social emotional learning (SEL) rubrics, all of which can be modified. Teachers can draft their own rubrics too: outlining specific expectations for groups of students. Interest-based projects make classroom decisions appear just as much the student’s responsibility as the teachers, fostering a sense of ownership that will heighten investment and long-term learning. The Kiddom platform makes it incredibly easy to assign and manage a wide variety of interest-based projects across multiple classes.
Socratic seminars place deeper learning directly in students’ hands. Prefaced with a pre-reading, the seminar facilitator leads conversation with open-ended questions, teaching students to think critically, cultivate higher-order questioning, and comment on peer responses. Provide students feedback during Socratic seminars with these rubrics via Kiddom. Attach the Socratic seminar rubrics to give students thorough feedback as they reflect after a seminar. Kiddom’s SEL rubrics include categories like Self-Assessment, Active Listening, and Speaking, which when appended to a seminar assignment can give students the opportunity to reflect on their own performance. Where GRR limits student involvement in the assessment process, the Kiddom platform keeps the line of communication open. Qualitative feedback in addition to a score motivates students to participate and continue improving.
The Question Formulation Technique (QFT) is a student-centric protocol that guides students to form questions most meaningful to them within the context of a class unit. Provided with a “focus” by the teacher, students create various questions, then prioritize them after reflecting on what they want to learn as a group. Using Kiddom, teachers set up a “QFT focus” as an assignment description or Google Drive attachment, directing students to upload their question list as a response to the assignment or in the comment loop. Leveraging Kiddom’s content library to provide launch activities for question formation makes lesson planning easy. SEL rubrics such as Decision Making, Problem Solving, and Relationship Building, can be aligned to QFT tasks. Give students feedback as they create questions to drive learning. Student engagement with this method will alleviate the stress of finding the “perfect topic” and guiding questions to hook students. Let them lead the way!
One of my biggest challenges with “I Do, We Do, You Do,” was differentiating well. Differentiating appropriately for an entire class working on the same task, at the same time is near impossible. In the 21st century, educators should expect education technology to adequately provide the information necessary to differentiate content, process, and product for a class of students.
Interest-based projects are a space for differentiation as students are able to pursue topics appropriate for their performance level and interests. Engagement for students at any level is achievable here as students pursue projects that challenge them to improve from where they started. With guidance from their teacher, students can engage in an interactive feedback loop via comments. Students can ask questions and receive responses they can refer back to while working independently or in homogenous groups. With Kiddom’s Google Drive integration, students can also submit interest-based project materials via a Google document, slides, or spreadsheet, providing proof and evidence of their learning. The ability to modify assignments provides differentiation that GRR simply cannot.
Socratic seminars help students learn from each other and reflect on their ability to engage in academic discourse, taking differentiation to an interactive level. Choosing an accessible pre-reading is important to start. Passages can be found in Kiddom’s content library filtered for different grade levels or attach links to leveled readings online in an assignment for students to prepare. Differentiated guiding questions can be asked during the seminar, then after, students receive feedback to improve. Guiding questions can be sent via Kiddom to students in need of extra time before engaging in a discussion. The platform provides teachers with the data needed to differentiate discussions and assess students at appropriate levels.
While Socratic seminars are meant to be open-ended, providing students with feedback is vital since sharing ideas can make some students feel vulnerable. To differentiate with the Question Formulation Technique, have students come up with their own questions via Kiddom’s Google Drive integration. Students brainstorm questions from the topic with their peers and submit the product to their teacher for review. Alternatively, teachers may post a link to an outside resource in the assignment description to launch discovery of a new focus, then students can upload their list of questions in Kiddom as an attachment. The teacher can help prioritize questions to pursue as projects afterward. Having students create their own inquiries from one guiding prompt cultivates higher order thinking skills much more efficiently better than “I Do, We Do, You Do” allows.
Multiple Learning Modalities
We know planning a lesson that incorporates auditory, visual, and kinesthetic learning well every day is a Herculean task. With Kiddom, preview and assign standards-aligned content and assessments from Khan Academy, CK-12, CommonLit, Newsela, and more all from one place. The ability to filter resources by keyword, grade level, and subject area allows teachers to assign interdisciplinary, appropriate content for students working on projects and exploring new units. This is a great way to find out which learning methods students prefer.
For example, Socratic seminars are initiated typically as a follow up to an assigned reading or a prompt for students to consider. Assign articles and passages leveled appropriately from our content library directly to the student dashboard for pre-reading to Socratic seminars. Since all of our content can be filtered by student interest and topic, interest-based projects can be launched as students explore different resources via the Kiddom dashboard. Or, assign students a video or activity or link an outside resource to a Kiddom assignment to set students up to create their formulate their own list of questions to guide their learning with QFT.
Choose small groups of students to assign a video from Khan Academy and a different small group of students an article from Common Lit. Afterward, have students share what they learned with each other, allowing students the opportunity to be the master and expert. This level of student ownership is empowering and not typically seen within the I Do, We Do, You Do framework. If students are engaging with different kinds of learning materials and can explore those together, the learning experience becomes unique and exploratory for all.
More Time to Connect and Inspire
The “I Do, We Do, You Do” method certainly shouldn’t be retired entirely, but teachers should guide students to take the lead. The student-centered approaches outlined above can really remove the unnecessary stress the GRR method creates. More importantly, these approaches give valuable time to work directly with students in small groups or one-on-one. While students excitedly tackle their own interest-based projects or explore questions they created, teachers get to focus on connecting with and inspiring students. Note that with the Kiddom platform, the most important work still takes place in the classroom, via interactions with students. Sound education technology should expand these interpersonal experiences. These are the experiences students learn from and remember most. Happy teaching and learning!
P.S. If you’re looking for one-on-one support when experimenting with these strategies using the Kiddom platform, reach out to us! We offer professional development via demos, tutorials, consult sessions, and live chat. Our team of former educators would love to learn more about your practice and how you’re using Kiddom to work directly with your students.
At a typical Kiddom school, hands are in the air, there’s a buzz in the room, and teachers and students are energized. Kiddom was designed to help improve teacher retention and increase student performance and graduation rates.
For the first time, the most important parts of teaching and learning are connected and simplified in Kiddom. Curriculum lives in one place and is easily measured and refined, instruction is personalized to meet the needs of each student, and data serves as a powerful system of support for every member of the learning community to keep students on track.
Imagine you’re a chef and you’re about to participate in a cooking class with Bobby Flay to get some professional development. You’ve been a chef for years, but you’re seeking to expand your knowledge of the culinary arts. The trip is booked and you’ve packed your favorite cooking utensils and a camera to capture the moments. Most importantly, you just can’t wait to get in there and cook something new. You’re confident you will leave Flay’s class equipped with innovative recipes and new strategies to better your restaurant.
As it turns out, this won’t be the case. When you arrive, you discover you’ll be listening to a culinary representative speak about why the culinary arts are important, outlining traditional ways one can improve as a chef and a diagram dissecting some of Bobby Flay’s best culinary creations. No Bobby Flay, no chance to practice on your own, no inventive new recipes, no skills to take home, and nothing to capture what you didn’t already know. You’re crushed: you were promised a learning experience you didn’t receive!
I experience this feeling often when attending professional development (PD) sessions at large education conferences.The workshops advertise the “most innovative” educator PD, but I typically leave disappointed, disengaged, and sometimes even confused. Case in point: I eagerly attended a PD session earlier this year titled, Disrupting Traditional PD: Innovative PD for Educators. Unfortunately, this session did not disrupt anything nor was it innovative. I left wondering how the facilitators missed it. It included the usual players: chart paper placed on tables, wordy PowerPoint slides, and scattered scented markers for stop-n-jot moments. While some of these materials can foster meaningful and deep conversations, educators are really craving actionable PD: What is something new I can learn that I can bring to my classroom tomorrow? If 21st century teachers are tasked with personalizing instruction and developing lifelong learning mindsets, why can’t they experience a similar approach to their own growth?
As a former educator, I attended PD before school, after school, and during planning periods: almost all were lackluster. Today, I lead Learning and Development at Kiddom, so I actively search for non-traditional PD opportunities to share with our educator community. My ongoing lackluster PD experiences have inspired me now more than ever, to build better professional development experiences for our educators. I believe PD should be a space where teachers are given the opportunities that students have in dynamic classroom environments. Educators’ learning objectives should be relevant based on their prior experiences. What is learned should be actionable, and should expose teachers to resources they haven’t seen, read, or used before. PD should by design assume educators are self-aware, can manage their own time, and are interested in their own growth. And finally, the experience should model what teachers are there to learn about. Is it a blended learning session? Then blend the learning and incorporate technology so participants can actually visualize a model. We expect teachers to model in the classroom, so how can we expect teachers to walk away from PD and implement what was learned without a model?
Today, Kiddom’s professional development spans across blended learning, standards-based grading, social emotional learning, and using educational technology to personalize learning. And we’re in the process of designing these PD experiences to better utilize educators’ time, since by nature of the profession, little time is allocated for anything beyond planning, teaching, and grading. We’re designing PD to allow educators to identify what they’re seeking and then “choose their own adventure.” We’ll offer mini-courses complete with supplementary materials to meet learning goals. When an educator participates in a Kiddom-designed PD, they will explore, plan, research, experiment, and learn. And in the not so distant future, we’ll offer credentials to educators who complete multiple sessions of PD on various topics. These credentials will highlight 21st century educator skills and further validate the time spent developing and improving pedagogy. I know that if I’d been given the incentive to receive ongoing credentials and achievements, I would have been more motivated to “do the work,” instead of brainstorming my next lesson plan. I believe that with ongoing education, teachers can and will lead the charge in elevating their own profession.
So let’s utilize 21st century resources in tandem with chart paper and post-it notes. Let’s challenge ourselves in the same way we challenge students. Change will make us stronger, which will make our school communities better, fostering lifelong learning environments for everyone. And finally, we can’t design personalized PD experiences without your input, so I have questions for you:
1) What have you always wanted from PD?
2) What quips do you have with PD? How might you suggest solving them?
3) What are you interested in learning more about via PD?
Leave your answers below. We’d love to hear and learn from you!
At the end of every school day, behavior trackers inevitably found their way on my classroom floor, in the trash, or forgotten under the stacks of papers on my desk. My school was attempting to track how students communicated their feelings with classmates and teachers through individual social emotional goals to boost classroom culture and address student development. Goals were reviewed daily, but unfortunately progress was lost to the netherworld of misplaced student papers. Social emotional skills were seen as a separate, “ungraded” progress report, and students were not invested.
My classroom experience demonstrates the inefficiencies schools often experience in addressing social emotional learning (SEL). Without clear guidelines and a means to observe progress over time, we didn’t have an effective method of providing students with feedback. The developmental skills were typically separated from core content classes. Since our gradebooks were designed for academic skills, it was difficult to track and monitor SEL. There had to be a better way to instill positive communication and deeper learning that would hold beyond a 45-minute class.
I taught SEL skills effectively for the first time during my third year teaching by carving out academic instructional time. This investment paid off tenfold. I stepped over the advisory period barrier and disguised behavior trackers as components of my lesson plans. That year, I incorporated Accountable Talk, a method of classroom discourse encouraging positive communication, relationship-building, accountability, and rigorous content engagement among students. One component of Accountable Talk requires students to be self-aware and in tune with the emotions of those around them, interacting with others positively and productively, even when disagreeing. For my 6th graders, I anticipated this would prove challenging, but I was determined to establish the norm in my room that when we discussed math, we would do so by learning from each other and building these socio-emotional skills. I would later learn these skills were not only valuable to our classroom culture, but also in improving math skills overall.
At the time, I didn’t realize the competencies I was teaching were called “social emotional learning.” These skills exist in a group of national standards defined by CASEL, the Collaborative for Academic and Social Emotional Learning. I incorporated these skills by building in time to introduce conversation starters, sentence stems, how to respectfully agree or disagree with classmates, and how to build on each others’ ideas. I taught them how to be aware of their own opinions and feelings and how they would influence those around them. They observed their classmates model this behavior, they watched me model it, and they were given guidelines and suggestions for how to improve. Over time, with feedback and dynamic conversations, my students began to really enjoy the communication and would remind each other to speak respectfully and provide thoughtful feedback. The students required less prompting from me as it became a part of the class culture. Though I didn’t have a surefire way to monitor my class’s progress with Accountable Talk at the time, I saw this growth day after day.
One component that made this a success was teaching these skills in conjunction with our math skills. Whenever my students worked together on a project, discussing their strategies and approaches to the answer, they worked through both the math standards and the social expectations I’d put in place for Accountable Talk. In my lesson plans, I intentionally wove social emotional learning throughout the math problem by having students practice considering another student’s feelings in their group while explaining their approach to converting fractions. Accountable Talk prompted empathy in my class. This took time to cultivate, but the practice built stronger relationships, opened dialogue, and broadened understanding.
Today, these social awareness competencies can be tracked with technology, alleviating the lost paper tracker abyss and opening opportunities for sharing, viewing data, and making adjustments for improvement. Kiddom’s platform supports CASEL’s competencies, which would have aligned perfectly to track Accountable Talk in my class. I could have given them individual progress reports on how they were doing, an added report I didn’t have time to produce because I was overburdened writing lesson plans, making worksheets, grading assessments, the list goes on. Kiddom makes so much of this faster and actionable for teachers.
We owe parents the ability to track how their children are developing self-awareness and building relationships, in addition to science and social studies. Click on a button to download a standards-based progress report for parents that doesn’t look like a spreadsheet? Yes, please!
Actual photo of me saying, “Yes, please!”
Kiddom can help you align academic standards and social emotional learning standards together in one math project or ELA paper. Then, you can send feedback for both sets of skills. Social emotional learning should not be taught separately from content: it’s importance is amplified if it’s taught in tandemwith academics. When SEL is taught in a silo, it’s importance is undermined and inconsistently addressed. In reality, the skills necessary to be empathetic, relatable, and compassionate are the skills that drive student success in school and beyond.
If you’d like to learn more about teaching SEL in tandem with academics, grab SEL 101: our free guide to support your students’ social emotional development.
I remember creating my first lesson, incorporating standards-based grading, so many moons ago in Mississippi. I glanced back and forth between my computer screen and my content notes in overwhelming anxiety and frustrated confusion. Where do I even start? What did it mean to scaffold questions to track and target a specific standard? I had so many questions around simply writing assessments on a single topic to fit this framework. I needed a standards-based grading (SBG) fairy to sit on my shoulder and walk me through this new, seemingly complicated, method of teaching.
Fast forward to today; now I work with Kiddom. My first memories are examples of the blockage and doubt that can occur when trying something new, making a switch to a model that is different from what we are used to. Feeling unsure and uncomfortable when taking a risk is completely normal and is shared by so many educators making the switch to SBG. I know the stakes feel even higher, your daily work influencing the minds of young learners. The good news is, you’re not alone, neither in the way you may be feeling, nor in learning the ins and outs of SBG. My priority at Kiddom is to make this process seamless for teachers, bringing all of the data and content involved with SBG to one place. If you need assistance, we’re here. And, the risks you’ll take with SBG will pay off, they will motivate your students to own their learning, and they will save you time in the long run.
When I began teaching in Nashville, my fellow educators were also making the switch, most new to SBG. Beginning that transition was met with hesitation and skepticism because its importance wasn’t explained and much-needed guidance was barely accessible. Many were concerned this would limit their teaching freedoms, that student learning would be restricted, and love of learning would cease.
While the hesitant feelings are valid, the actual outcomes are so beneficial for students and teachers. SBG actually frees us from the structured I do-We do-You do mentality and from having to keep your classes all on the same schedule in time for a chapter test. If someone falls behind when taught traditionally, there is the lingering fear, how will they catch up? In an SBG classroom, students work on different, intentional paces. SBG helps guide the educator (or facilitator) to pinpoint where to spend their time and energy, remediating and enriching on an individual basis.
With Kiddom, so many of my co-teachers’ concerns could’ve been alleviated, guidance and resources to SBG at their fingertips, making tracking and targeting instruction so much easier. Having the ability to do all of the steps called for in SBG by yourself is impressive, but we know it’s not sustainable. Teachers are leaving the classroom, and without support, who’s to blame them? SBG is game-changing, but only when teachers are supported through the transition process. My commitment through Kiddom is to bring this safety net to you, helping teachers like you navigate through the initial hesitations to the day students are coming to you, asking how they can master those last remaining skills.
You may be wondering how this looks for your subject. Introducing SBG opens up new doors and ignites newfound gaps to conquer in student learning for all areas. Let’s take a quick look.
In math and science, SBG gives teachers the opportunity to have a laser focus on which part of skill students are having misconceptions. Then, a teacher won’t need to reteach the entire unit or struggle blindly wondering why students still aren’t understanding how to calculate slope or how to explain mitosis.
Humanities classes typically assess students on specific content or ever-developing skills, such as the WWII or the writing process. SBG can be complex here with so many categories of performance (e.g. drafting, revision, publishing), but can be beneficial in understanding gaps in performance.
For artistic classes, students can sometimes feel discouraged when they are assessed on one final project. SBG opens a window for students to be assessed on artistic processes, such as neatness, craftsmanship, technique, and originality. In addition to artistic proficiency, students can be assessed on other skills that would mirror their progress and mastery.
I’ve seen students learn more with SBG, more motivated and driven by SBG. Students who understand a skill get to move on and expand their thinking, while students who need more one-on-one intervention are identified. Students in the middle no longer miss opportunities to grow, because we know where they are, too. The opportunities with SBG and Kiddom are limitless here, and the time saved aimlessly throwing darts in the dark, will be a substantial shift in your classroom, for you and your kids.
Adopting SBG leads teachers to understand their content as experts, knowing each intricate portion of a skill. Leading up to calculating slope, students will need to have mastered the skills that contribute to slope. As teachers are tracking past and future skills in their subject, the “end goal” mindset is replaced with a lifelong learning mindset. I never loved math more than when I could show my inner nerd, breaking down a skill to its complex core.