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	<title>The Skills-based Learning and Assessment Curriculum &#187; SBLAC</title>
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	<description>A Guide for Standards-based Instruction, How to Plan It and How to Grade It</description>
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		<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>

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		<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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		<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>

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		<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>
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		<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>

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		<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>
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		<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>

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		<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>
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		<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>

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		<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>
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		<title>The Educators&#8217; Guide to Skills-based Learning and Assessment Curriculum &#8211; 3: The Third Grade Brain</title>
		<link>http://sblac.com/?p=33</link>
		<comments>http://sblac.com/?p=33#comments</comments>
		<pubDate>Sun, 09 Dec 2012 16:55:44 +0000</pubDate>
		<dc:creator>rwmilleretown</dc:creator>
				<category><![CDATA[Walking the Dog]]></category>
		<category><![CDATA[high stakes testing]]></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[third grade brain]]></category>
		<category><![CDATA[workforce development]]></category>

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		<description><![CDATA[SBLAC 3: But don’t get me started on the Third Grade Brain . . . I had a conversation with Allan Goldin, President of Kinetic Learning, Inc., a couple of years ago. We were discussing the use of Power Reading &#8230; <a href="http://sblac.com/?p=33">Continue reading <span class="meta-nav">&#8594;</span></a>]]></description>
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		<slash:comments>1</slash:comments>
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		<title>The Educators&#8217;  Guide to Skills-based Learning and Assessment Curriculum &#8211; 2:  Standards-based Curricula</title>
		<link>http://sblac.com/?p=27</link>
		<comments>http://sblac.com/?p=27#comments</comments>
		<pubDate>Tue, 04 Dec 2012 01:22:27 +0000</pubDate>
		<dc:creator>rwmilleretown</dc:creator>
				<category><![CDATA[Walking the Dog]]></category>
		<category><![CDATA[SBI]]></category>
		<category><![CDATA[SBLAC]]></category>
		<category><![CDATA[skills-based learning and assessment]]></category>
		<category><![CDATA[standards-based instruction]]></category>

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		<description><![CDATA[SBLAC 2. Standards-based Curricula The basic curriculum is task-based regarding the individual skills and knowledge deemed necessary to be successful in college. However, it is project-based in the sense that all work should be inter-related across disciplines and structured so &#8230; <a href="http://sblac.com/?p=27">Continue reading <span class="meta-nav">&#8594;</span></a>]]></description>
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		<slash:comments>1</slash:comments>
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		<title>The Educators&#8217; Guide to Skills-based Learning and Assessment Curriculum &#8211; 1:  Introduction to the skills-based learning and assessment curriculum</title>
		<link>http://sblac.com/?p=14</link>
		<comments>http://sblac.com/?p=14#comments</comments>
		<pubDate>Mon, 03 Dec 2012 11:24:53 +0000</pubDate>
		<dc:creator>rwmilleretown</dc:creator>
				<category><![CDATA[Walking the Dog]]></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>
		<category><![CDATA[walking the dog]]></category>

		<guid isPermaLink="false">http://sblac.com/?p=14</guid>
		<description><![CDATA[SBLAC 1. Introduction to the Skills-based Learning and Assessment Curriculum The following discourse was originally offered as a guidance for high school. The principles herein likely have much wider application. The purpose is to first explain the concept of the &#8230; <a href="http://sblac.com/?p=14">Continue reading <span class="meta-nav">&#8594;</span></a>]]></description>
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