1. LEARNING SESSION 3: Curriculum Standards
5/13/2018 3:46 AM
At the conclusion of this session you should…
1. Articulate the goals of Standards- based education.
2. Describe the differences between Performance Indicators and Benchmarks.
3. Know and describe the common historical themes embedded in the Standards Movement.
4. Describe the rationales for and against curriculum standards.
5. Describe the dynamic tension between Equity and Excellence
Select a Curriculum Design
Definition and Historical Perspective
Major Influences and Learner Characteristics
Select Subject Matter
Evaluate the Curriculum
Curriculum Standards
Change Process and 21st Century Skills
Influences on Curriculum & Participants
Potpourri: Project, Final Words, Exam
Curriculum Mapping
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2. Assumptions (not excuses) about Student Learning
Many variables affect what individual students learn:
Student’s interests and aptitudes
Parental expectations
School-to-school differences in
Curricular content
Teacher expertise
Quantity and quality of administrative support
Resources to fund programs
Collectively, the number and complexity of influences that affect student learning make it difficult to identify common performance expectations for students in different places.

3. Standards-Based Education seeks to:
Establish clear statements about what students should learn
Develop valid and reliable assessment systems that can determine that desired learning has occurred.

4. Types of Standards Curriculum Standards
Focus on the activities used by classroom teachers to convey specific types of information. Focus on instructional process
Content Standards
What students should know, understand, or do as a result of instruction – the “ends” of teaching
Types of Content Standards
Procedural Declarative Contextual
Setting up an experiment Knowing what an amoeba is Classifying organisms
Editing an essay Knowing the conventions Using appropriate tone
of punctuation and style for a selected audience

5. Performance Indicators are linked with each content standard and describe specific behaviors that are expected to be demonstrated by students for mastery of that standard.
Benchmarks provide clear descriptions of what a student should know and be able to do at specific times in their schooling based on age and developmental levels (K-2, 3-5, 6-8, 9-12). Benchmarks measure a student’s progress towards meeting a standard.

6. History of the Standards Movement
Historical Themes
The desire/need to specify learning outcomes
The linking of tests to learning expectations
Test results as an indicator of quality

7. Manual Training & Household Arts “EFFICIENCY” Teachers as Technicians
History of the Standards Movement
Frederick Taylor (1920’s)
“Scientific Management”
John Franklin Bobbitt (1918)
Essential “adult” skills
Reading & Literature Geography History
Spelling Drawing & Applied Art Mathematics
Handwriting Foreign Languages Geometry
Physiology & Hygiene Physical Training Algebra
Elementary Science High School Science Civics
Language, Composition, & Grammar Music
Manual Training & Household Arts
“EFFICIENCY” Teachers as Technicians
Teaching and Learning can be Mechanized

8. History of the Standards Movement
Ralph Tyler (1949)
“Basic Principles of C & I”
Identify educational purposes of schools
Identify learning activities to match purposes
Sequence instructional activities
Test to determine achievement of purposes
Revising those aspects that did not prove to be effective.

9. “A Nation At Risk” But who made it so ?
History of the Standards Movement
The Student Will…
Robert Mager (60’s-70’s)
Measurable behavioral objectives
A Nation at Risk (1983)
Raise school standards
WILLIAM BENNETT
“A Nation At Risk” But who made it so ?

10. History of the Standards Movement
Thanks a lot !
Goals 2000 (1994)
National Education Standards and Improvement Council
No Child Left Behind Act (2002) State curriculum standards

11. Rationale for Standards: p.86
National security
Financial accountability
School to school differences
Patterns in other industrialized countries
A need to anchor standardized tests
State Interests: p.88
Allocating scarce resources strategically
Assessing the impact of programs on students
Deploying statewide expertise to attack common educational problems
Improving levels of student performance
Promoting educational equity principle
Allocating resources States and individual communities face multiple demands
Rationale Against Standards : p.93
Assessments and consequences
Clarity of learning expectations
Academic content of school programs
Educational equity as a reality

12. Fundamental Ideals of American Education
EXCELLENCE v. EQUITY
EQUITY
Every student has a right to an education
A belief that every student black, white, rich or poor, English speaking or otherwise, has the same intellectual potential that any affluent white student does.
Goal is to create a school where there are no observable differences in performance by race, class, or any other group characteristic Upon leaving school, all students are equally likely to succeed as adults
Fundamental Ideals of American Education
EXCELLENCE
High expectations and high performance standards for all students
Tension between the two concepts
Does a uniform curriculum compromises equity?