Starting Small: Entry Points for Standards-Based Learning
You’ve designed a thoughtful, low-stakes activity—a quick concept map, a brief journal entry, a practice problem set. You introduce it to your students, explaining its value, but a hand inevitably shoots up. "Is this for a grade?" The question hangs in the air, a pivotal moment that can define whether an activity is seen as a genuine opportunity for practice or just another hoop to jump through. If you’ve ever felt the challenge of shifting the classroom focus from accumulating points to the process of learning itself, you are in the right place.
Welcome to Phase 2 of our Reimagining Learning journey: Planting Seeds of Practice. In our first phase, we laid the groundwork, exploring the "why" behind educational change. Now, we shift to the practical "how." This is where the real work - and the real fun (for both you and your students!!) - begins! This work does NOT begin with a massive overhaul, but rather with small, manageable entry points into new ways of teaching and learning.
The shift to standards-based practices often begins with one of the most significant mindset changes an educator can make: decoupling learning from grading. The fear that students won't complete ungraded work is real, but it’s often rooted in a system that has taught them to value points over progress. We can unintentionally sabotage our own efforts with language like, "This isn't graded, but..." which signals that the task is less important. The key is to genuinely believe - and relentlessly communicate - that the practice, the feedback, and the growth are the true rewards. As the education innovator George Couros reminds us, "Innovation is not about the stuff; it's about a way of thinking." Our own thinking is the first thing we must innovate.
This is a perfect time to experiment. Whether you are using the quiet of summer to plan, or you’re thinking about how to establish new routines with your class in the fall, these entry points are designed to be low-risk and high-impact. They are about creating a culture where learning is the main event.
So, where do we start? Let's explore three powerful entry points: ungraded practice, feedback that feeds forward, and simpler, more effective rubrics. These aren't just strategies; they are invitations for students to become active participants in their own learning journey. They shift the focus from "What did I get?" to "What did I learn?"
The goal here is not to add more to your already full plate. It is to rethink the work you are already doing. How can a few small tweaks to an existing assignment transform it from a compliance task into a rich learning experience? It begins with embracing the idea of practice as a safe space to grow, a place where mistakes are not points lost, but opportunities gained.
Consider the wisdom of educator John Dewey, who stated, “We do not learn from experience ... we learn from reflecting on experience.” An ungraded assignment, when paired with meaningful feedback, is a structured opportunity for that vital reflection. It provides the evidence students need to understand their own progress and the guidance they need to take the next step.
To help you begin this work, I’m sharing “Starting Small: An SBL Entry Points Toolkit.” This resource is designed to provide concrete support as you explore these initial steps. It includes a guide to transform your feedback, a template for a user-friendly single-point rubric, and a checklist for designing effective low-stakes practice.
This journey is about progress, not perfection. It's about having the courage to try something new, observe the results, and "fail forward" when things don't go as planned. By starting small, you are not just trying a new technique; you are planting the seeds for a classroom culture where every student is empowered to focus on growth.
Reflective Question: As you consider your own classroom, which of these entry points—reworking feedback, trying an ungraded assignment, or using a single-point rubric—feels like the most manageable and meaningful first step for you and your students?
Citations:
Couros, G. (2015). The Innovator's Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity. Dave Burgess Consulting, Inc.
Dewey, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. D.C. Heath and Company.
Further Exploration:
Formative Assessment:
Rubrics and Feedback:
Grading and Motivation:
Try this next: Now that we’ve explored a few starting points, our next post, "Feedback That Fuels Mastery," will take a deeper dive into how we can provide formative feedback that truly drives student growth and agency.
Kelli Marcus is the author of "Reimagining Learning: A Year of Purposeful Change," a blog series designed to empower educators—teachers, administrators, instructional coaches, and educational staff—to explore and implement innovative practices. A former classroom teacher, school counselor, administrator, and college instructor, Kelli brings extensive experience in providing professional development to school systems, with a focus on standards-based learning, change at an organizational scale, student-centered learning, and teacher-led schools. Kelli Marcus can be contacted through LinkedIn.
