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	<title>The Skills-based Learning and Assessment Curriculum</title>
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	<link>http://sblac.com</link>
	<description>A Guide for Standards-based Instruction, How to Plan It and How to Grade It</description>
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		<title>As I See It</title>
		<link>http://sblac.com/?p=137</link>
		<comments>http://sblac.com/?p=137#comments</comments>
		<pubDate>Mon, 01 Dec 2014 22:32:00 +0000</pubDate>
		<dc:creator>rwmilleretown</dc:creator>
				<category><![CDATA[Walking the Dog]]></category>

		<guid isPermaLink="false">http://sblac.com/?p=137</guid>
		<description><![CDATA[As I see it, we have a problem with education in general. It is called content-based instruction and it is what most of us grew up on. The basic issue I have with content-based instruction is that it contains content-based &#8230; <a href="http://sblac.com/?p=137">Continue reading <span class="meta-nav">&#8594;</span></a>]]></description>
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		<slash:comments>1</slash:comments>
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		<title>To Calm the Paralyzing Fear of Lesson Planning</title>
		<link>http://sblac.com/?p=123</link>
		<comments>http://sblac.com/?p=123#comments</comments>
		<pubDate>Tue, 01 Jul 2014 20:11:42 +0000</pubDate>
		<dc:creator>rwmilleretown</dc:creator>
				<category><![CDATA[Skills-based Learning & Assessment Curriculum]]></category>
		<category><![CDATA[Walking the Dog]]></category>
		<category><![CDATA[lesson planning]]></category>
		<category><![CDATA[planning and preparation]]></category>
		<category><![CDATA[SBI]]></category>
		<category><![CDATA[standards-based instruction]]></category>
		<category><![CDATA[walking the dog]]></category>

		<guid isPermaLink="false">http://sblac.com/?p=123</guid>
		<description><![CDATA[I have thought of lesson planning and why it appears so difficult for so many teachers.  Aside from the obvious indications that, well, many teachers were never actually taught how to write a lesson plan, only to read and interpret &#8230; <a href="http://sblac.com/?p=123">Continue reading <span class="meta-nav">&#8594;</span></a>]]></description>
		<wfw:commentRss>http://sblac.com/?feed=rss2&#038;p=123</wfw:commentRss>
		<slash:comments>0</slash:comments>
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		<item>
		<title>Student Engagement vs Student Discipline</title>
		<link>http://sblac.com/?p=118</link>
		<comments>http://sblac.com/?p=118#comments</comments>
		<pubDate>Mon, 09 Jun 2014 11:48:48 +0000</pubDate>
		<dc:creator>rwmilleretown</dc:creator>
				<category><![CDATA[Walking the Dog]]></category>
		<category><![CDATA[classroom management]]></category>
		<category><![CDATA[differentiated instruction]]></category>
		<category><![CDATA[response to intervention]]></category>
		<category><![CDATA[standards-based instruction]]></category>
		<category><![CDATA[student behavior]]></category>
		<category><![CDATA[student discipline]]></category>
		<category><![CDATA[walking the dog]]></category>

		<guid isPermaLink="false">http://sblac.com/?p=118</guid>
		<description><![CDATA[With all the talk of classroom management, we seem to have made (or are making) a statement which reflects arrogant self-aggrandizement. The statement goes something like this: if students were more disciplined and civil, I could instruct my class so &#8230; <a href="http://sblac.com/?p=118">Continue reading <span class="meta-nav">&#8594;</span></a>]]></description>
		<wfw:commentRss>http://sblac.com/?feed=rss2&#038;p=118</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Chasing our tails with CCSS</title>
		<link>http://sblac.com/?p=102</link>
		<comments>http://sblac.com/?p=102#comments</comments>
		<pubDate>Thu, 15 Aug 2013 11:29:47 +0000</pubDate>
		<dc:creator>rwmilleretown</dc:creator>
				<category><![CDATA[Misconceptions]]></category>
		<category><![CDATA[Skills-based Learning & Assessment Curriculum]]></category>
		<category><![CDATA[CCSS]]></category>
		<category><![CDATA[Common Core State Standards]]></category>
		<category><![CDATA[metacognition]]></category>
		<category><![CDATA[SBI]]></category>
		<category><![CDATA[standards-based instruction]]></category>

		<guid isPermaLink="false">http://sblac.com/?p=102</guid>
		<description><![CDATA[There is no need for us to chase our tails with the Common Core State Standards (CCSS). Since the publication of CCSS a couple years ago, educators have been trying to “unpack” and amalgamate the grade level skills and skill &#8230; <a href="http://sblac.com/?p=102">Continue reading <span class="meta-nav">&#8594;</span></a>]]></description>
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		<slash:comments>0</slash:comments>
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		<title>The Educators&#8217; Guide to Skills-based Learning and Assessment Curriculum &#8211; 8: Lesson Planning</title>
		<link>http://sblac.com/?p=75</link>
		<comments>http://sblac.com/?p=75#comments</comments>
		<pubDate>Mon, 04 Feb 2013 13:26:58 +0000</pubDate>
		<dc:creator>rwmilleretown</dc:creator>
				<category><![CDATA[Skills-based Learning & Assessment Curriculum]]></category>
		<category><![CDATA[Walking the Dog]]></category>

		<guid isPermaLink="false">http://sblac.com/?p=75</guid>
		<description><![CDATA[SBLAC 8:  Lesson Planning Lesson Planning is sort of like letter writing.  Having received lesson plans from each teacher in my school as part of the classroom observation process, I can attest to the fact that while there may be &#8230; <a href="http://sblac.com/?p=75">Continue reading <span class="meta-nav">&#8594;</span></a>]]></description>
		<wfw:commentRss>http://sblac.com/?feed=rss2&#038;p=75</wfw:commentRss>
		<slash:comments>3</slash:comments>
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		<item>
		<title>The Educators&#8217; Guide to Skills-Based Learning and Assessment Curriculum &#8211; 9: Grading</title>
		<link>http://sblac.com/?p=57</link>
		<comments>http://sblac.com/?p=57#comments</comments>
		<pubDate>Wed, 26 Dec 2012 14:25:01 +0000</pubDate>
		<dc:creator>rwmilleretown</dc:creator>
				<category><![CDATA[Walking the Dog]]></category>
		<category><![CDATA[differentiated instruction]]></category>
		<category><![CDATA[grading standards-based instruction]]></category>
		<category><![CDATA[response to intervention]]></category>
		<category><![CDATA[SBI]]></category>
		<category><![CDATA[SBLAC]]></category>
		<category><![CDATA[skills-based learning and assessment]]></category>
		<category><![CDATA[skills-based learning and assessment curriculum]]></category>
		<category><![CDATA[The Educator's Guide]]></category>

		<guid isPermaLink="false">http://sblac.com/?p=57</guid>
		<description><![CDATA[SBLAC 9: Grading How does a person grade student achievement within a Standards-based Instruction system? We must keep in mind that if failure is not an option, then we must stop making it one. Think of the 18-point safety check &#8230; <a href="http://sblac.com/?p=57">Continue reading <span class="meta-nav">&#8594;</span></a>]]></description>
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		<slash:comments>0</slash:comments>
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		<item>
		<title>The Educators&#8217; Guide to Skills-Based Learning and Assessment Curriculum &#8211; 7: Constructing the Curriculum Map</title>
		<link>http://sblac.com/?p=49</link>
		<comments>http://sblac.com/?p=49#comments</comments>
		<pubDate>Mon, 24 Dec 2012 16:37:51 +0000</pubDate>
		<dc:creator>rwmilleretown</dc:creator>
				<category><![CDATA[Walking the Dog]]></category>
		<category><![CDATA[College Readiness Standards]]></category>
		<category><![CDATA[Common Core State Standards]]></category>
		<category><![CDATA[metacognition]]></category>
		<category><![CDATA[SBI]]></category>
		<category><![CDATA[SBLAC]]></category>
		<category><![CDATA[skills-based learning and assessment]]></category>
		<category><![CDATA[skills-based learning and assessment curriculum]]></category>
		<category><![CDATA[standards-based instruction]]></category>

		<guid isPermaLink="false">http://sblac.com/?p=49</guid>
		<description><![CDATA[SBLAC 7: Constructing the Curriculum Map Curriculum mapping is ubiquitous to public school education. But like standards-based instruction and the Rigor and Relevance Framework, much of the “ado” is noise. Curriculum mapping has become the incessant yammering of pedagogues and &#8230; <a href="http://sblac.com/?p=49">Continue reading <span class="meta-nav">&#8594;</span></a>]]></description>
		<wfw:commentRss>http://sblac.com/?feed=rss2&#038;p=49</wfw:commentRss>
		<slash:comments>1</slash:comments>
		</item>
		<item>
		<title>The Educators’ Guide to Skills-Based Learning and Assessment Curriculum – 6:  Crawl, Walk, Run</title>
		<link>http://sblac.com/?p=44</link>
		<comments>http://sblac.com/?p=44#comments</comments>
		<pubDate>Wed, 19 Dec 2012 10:33:18 +0000</pubDate>
		<dc:creator>rwmilleretown</dc:creator>
				<category><![CDATA[Walking the Dog]]></category>
		<category><![CDATA[crawl - walk - run]]></category>
		<category><![CDATA[problem-solving skills]]></category>
		<category><![CDATA[SBI]]></category>
		<category><![CDATA[SBLAC]]></category>
		<category><![CDATA[skills-based learning and assessment]]></category>
		<category><![CDATA[skills-based learning and assessment curriculum]]></category>
		<category><![CDATA[standards-based instruction]]></category>
		<category><![CDATA[The Educator's Guide]]></category>
		<category><![CDATA[walking the dog]]></category>

		<guid isPermaLink="false">http://sblac.com/?p=44</guid>
		<description><![CDATA[SBLAC 6: Crawl, Walk, Run “Crawl, walk, run” is a training philosophy which tells us that before we can achieve proficiency we must develop and move through the new skill slowly. We must practice the new skill on a regular &#8230; <a href="http://sblac.com/?p=44">Continue reading <span class="meta-nav">&#8594;</span></a>]]></description>
		<wfw:commentRss>http://sblac.com/?feed=rss2&#038;p=44</wfw:commentRss>
		<slash:comments>2</slash:comments>
		</item>
		<item>
		<title>The Educators&#8217; Guide to Skills-Based Learning and Assessment Curriculum &#8211; 5: Incremental Cognizance</title>
		<link>http://sblac.com/?p=41</link>
		<comments>http://sblac.com/?p=41#comments</comments>
		<pubDate>Sat, 15 Dec 2012 22:41:41 +0000</pubDate>
		<dc:creator>rwmilleretown</dc:creator>
				<category><![CDATA[Walking the Dog]]></category>
		<category><![CDATA[CCSS]]></category>
		<category><![CDATA[College Readiness Standards]]></category>
		<category><![CDATA[Common Core State Standards]]></category>
		<category><![CDATA[CRS]]></category>
		<category><![CDATA[metacognition]]></category>
		<category><![CDATA[metacognitive transition]]></category>
		<category><![CDATA[SBI]]></category>
		<category><![CDATA[SBLAC]]></category>
		<category><![CDATA[skills-based learning and assessment]]></category>
		<category><![CDATA[skills-based learning and assessment curriculum]]></category>
		<category><![CDATA[standards-based instruction]]></category>

		<guid isPermaLink="false">http://sblac.com/?p=41</guid>
		<description><![CDATA[SBLAC 5: Incremental Cognizance The benchmark curriculum is a type of standards-based curriculum. The SBLAC system (remember? Skills-based Learning and Assessment Curriculum) is a type of benchmark curriculum. SBLAC assumes that higher order thinking is a product of intellectual capacity. &#8230; <a href="http://sblac.com/?p=41">Continue reading <span class="meta-nav">&#8594;</span></a>]]></description>
		<wfw:commentRss>http://sblac.com/?feed=rss2&#038;p=41</wfw:commentRss>
		<slash:comments>1</slash:comments>
		</item>
		<item>
		<title>The Educators&#8217; Guide to Skills-based Learning and Assessment Curriculum &#8211; 4: Focus on the Mission</title>
		<link>http://sblac.com/?p=38</link>
		<comments>http://sblac.com/?p=38#comments</comments>
		<pubDate>Fri, 14 Dec 2012 12:35:45 +0000</pubDate>
		<dc:creator>rwmilleretown</dc:creator>
				<category><![CDATA[Walking the Dog]]></category>
		<category><![CDATA[CCSS]]></category>
		<category><![CDATA[College Readiness Standards]]></category>
		<category><![CDATA[Common Core State Standards]]></category>
		<category><![CDATA[high stakes testing]]></category>
		<category><![CDATA[Illinois State Standards]]></category>
		<category><![CDATA[SBI]]></category>
		<category><![CDATA[SBLAC]]></category>
		<category><![CDATA[skills-based learning and assessment]]></category>
		<category><![CDATA[standards-based instruction]]></category>
		<category><![CDATA[The Educator's Guide]]></category>

		<guid isPermaLink="false">http://sblac.com/?p=38</guid>
		<description><![CDATA[SBLAC 4: Focus on the Mission Think for a moment about the reason for testing. We would not want doctors practicing medicine without first passing the medical boards. We would not want a lawyer to represent us if he/she had &#8230; <a href="http://sblac.com/?p=38">Continue reading <span class="meta-nav">&#8594;</span></a>]]></description>
		<wfw:commentRss>http://sblac.com/?feed=rss2&#038;p=38</wfw:commentRss>
		<slash:comments>3</slash:comments>
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