Standards-Based Curriculum

Prepared by:Hina Kaynat

Content • What is a standard? • Types of standards• characteristics for a quality curriculum standards • The 5 C’s • Teacher and Learner Roles

• Some characteristics of Standards-based

classroom  

What is a standard?

• A statement of what students should know and be able to do and demonstrate at the end of the process at each level.

• The Standards can be used as a reference point for planning, teaching and learning programs, and for assessing student progress.

Synonyms: learning outcomes, learning objectives,

learning targets, competencies

Standards should be clear, straightforward, observable, measurable, and well-articulated.

What is a Standards Based Curriculum, (SBC)?

• A Standards Based curriculum is a body of knowledge and set of competencies that form the basis for a quality education.

• It defines what students should know, understand and be able to do and includes the accompanying teaching content.

Cont.….

• In education, the term standards-based refers to systems of instruction, assessment, grading, and academic reporting that are based on students demonstrating, understanding or mastery of the knowledge and skills they are expected to learn as they progress through their education.

Types of standards:

are statements about what learners should know and be able to do with contents.

show us how the learners have achieved the standards targeted. They refer to how learners are meeting a standard and show the learner’s progress towards meeting a standard.

These standards tell us how well learners should perform

Content standards :

Performance standards:

Proficiency Standards:

characteristics for a quality curriculum standards:

• Standards are connected to community needs and student needs

• Empower teachers• Based on principled procedures• Flexible and able to change• Includes time lines for student's learning, development, and

growth• Describes a whole curriculum• Hidden curriculum is considered• Identifies big ideas, concepts, and outcomes• Includes assessment: formative, summative, diagnosis, and

generative• Includes ways to satisfy accountability

Standards-Based Approach

The five Cs

The SBA is concerned with developing the following five areas:

Communication

Learners will communicate in both oral and written forms, interpret both oral and written messages, show cultural understanding and present oral and written information to various audiences for a variety of purposes .Three modes of communication are involved here: the interpersonal, interpretive, and presentational communication.

Culture Learners will gain deeper understanding of their culture(s) and other cultures in terms of their perspectives (e.g. values, ideas, attitudes, etc.), practices (pattern of social interactions), and products (e.g. books, laws, music, etc).

Connections

Learners will make connections with other subject areas.

Comparison

Learners will gain awareness of cross-cultural similarities and differences (in terms of both languages and culture).

Communities

Learners will extend their learning experiences from the EFL classroom to the outside world through activities such as the use of the internet. They will therefore be made aware that they live in a global world..

Some characteristics of Standards-based classroom

Classroom climate is characterized by respectful behaviors, routines, and discourse. Classroom practices and instruction honor the diversity of interests, needs, and strengths of all learners.

The teacher ensures that all components of the lesson (e.g., learning activities, assessment, homework) contribute to the lesson objectives and to student mastery of the standard(s). Learning time is maximized for all students.

Instruction activates students’ prior knowledge and experience, and supplies background knowledge.

Students respond to opportunities provided by the teacher to make connections between the lesson and personal experience.

References: American Association for the Advancement of Science. (2000). Middle grades mathematics textbooks: A benchmarks-based evaluation. Washington,DC.

Nind, M., Rix, J., Sheehy, K., & Simmons, K. (2013). Curriculum and Pedagogy in Inclusive Education: Values Into Practice. Routledge.

• Retrieved January 4, 2007, fromhttp://search.proquest.com/openview/d68cd8a10068dd2f8f61a22d3dada4bc/1?pq-origsite=gscholar