The blog series, “Micro-routines for Durable-skills,” is a multi-part exploration of how to intentionally teach and validate “durable skills” (soft skills) in the classroom. The posts will be released weekly through October, and we encourage readers to consider their readiness to move to the next step. The full framework, resources, and guidance are available from the Collaborative for Teaching and Learning’s (CTL) Postsecondary Skills Model, including resources like the Skill Identification Credential, the CTL Planning for Integration Credential, the D-F-R-A Credential, the CTL Equity through Competencies Framework, and the CTL Organizational Credentials.
Micro-routines for Durable-skills, Part 2: The ‘How’
In our last post, we talked about moving beyond buzzwords to intentionally identify the durable skills that matter most to our students’ success. You’ve looked at your content, maybe you’ve even used the Skill Identification Credential as a guide, and you now have a few key skills in mind. So, what’s next?
You’re probably thinking, “Great, one more thing to add to my plate.” We get it. We know you’re juggling a million things at once—standards, assessments, classroom management, and a dozen other responsibilities. The last thing you need is a whole new curriculum to teach.
But here’s the good news: you don’t need a new curriculum. The secret isn’t to add more lessons but to find small, repeatable ways to embed skills into the lessons you already teach. Think of it like building a muscle. You don’t get strong by doing one massive workout a year; you get strong by doing small, consistent exercises every single day. The same goes for durable skills. The goal is to move from teaching a skill as a one-off topic to weaving it into your classroom’s DNA.
, focusing on the design of instructional routines that integrate skills into authentic, everyday classroom experiences. It’s about building a bridge between what we teach and how students learn.
The CTL Planning for Integration Credential is built around this idea. It’s not about designing a whole new unit, but about showing how to scaffold skill development into a learning cycle you already use. It’s about being intentional with the routines you use, and providing students with opportunities to gradually take ownership of the skills themselves.
Here are a couple of examples of how you can implement these micro-routines in your classroom.
The Metacognitive Check-in
Think about all the times you ask students what they learned. Now, what if you asked them how they learned it? That simple shift is the foundation of a metacognitive check-in. Metacognition is ranked by Hattie as a significant learning approach (Visible Learning, 2017). It helps students become more aware of their own thinking, which is a key part of skills like Critical Thinking and Self-Management.
You don’t need a fancy bulletin board (though the “Thinking Bulletin Board” is a great inspiration!). You just need a consistent moment of reflection. This routine can be used at the beginning, middle, or end of any lesson.
How it Works:
- Start of a unit or project: Ask students to reflect on a past success or failure. For example, “Think about a time you solved a really hard problem. What did you do first? What was your process?”
- During independent work: After a few minutes of students working, pause and ask, “What is your next step? Why is that your next step?” or “If you’re stuck, what is your strategy for getting unstuck?”
- As an Exit Ticket: Instead of a content question, ask a question about the learning process.
- For a math class: “What was the most challenging part of your thinking today, and what did you do to work through it?”
- For an ELA or social studies class: “What was your strategy for comprehending this complex text? What did you do when you came across a word you didn’t know?”
By asking these questions, you’re making thinking visible. You’re telling students that their process is just as important as their final answer. Over time, students will internalize these questions and start asking them of themselves. They’ll become better at managing their own learning, a critical skill for college and career.
The Goal-Setting Exit Ticket
We’ve all used exit tickets to check for understanding. What if you used them to help students develop a skill? A Goal-Setting Exit Ticket is a quick, end-of-class routine where students connect their work in class to a personal goal related to a durable skill.
How it Works:
- First, make sure students know the definitions of the skills they’re working on. For instance, if you’re working on Time Management, you might have a rubric or checklist they can reference.
- Then, at the end of class, ask them to answer one or two questions on a scrap of paper or in a quick digital form.
- Prompt Examples:
- For a science lab: “Today, we worked in teams to collect data. What is one thing you can do to be a more effective collaborator in our next lab?”
- For a project-based course: “Today we spent class time on the planning phase of our project. Based on our work today, what is one Time Management goal you have for your work tonight or this week?”
- For an English class: “You received feedback on your first draft today. What is one specific thing you will do when you revise to show you used that feedback?”
These simple routines help students connect the daily work to a bigger picture. It gives them ownership over their own skill development and creates a continuous cycle of personal improvement. They’re not just doing an assignment; they’re working toward a goal.
Ultimately, these micro-routines are not about adding more to your day. They’re about focusing your existing time on what matters most: helping students become self-aware, independent learners who are prepared for whatever comes next.
What do you think? Are you ready to dive into the next step—how to track student progress and empower them to own their learning?
#DurableSkills #FutureReadyStudents #CompetencyBasedEd #Microcredentials