Running head: CURRICULUM EVLAUATION: STANDARDS AND OBJECTIVES 1
Summary
Educational standards delineate the expectations for student performance at each grade level. To
boost student achievement, educators can break down these standards and establish clear, attainable
goals for themselves and their students. Teachers are central to this process, as they identify desired
outcomes and performance indicators that denote when a student has mastered a skill, allowing for
progression to the next grade level (Wiggins & McTighe, 2012, p. 4). Given that state standards can
often be complex, teachers might find it helpful to rephrase them to enhance student understanding. This
approach assists all learners in grasping the criteria for success. Well-defined objectives empower
educators to customize their instruction to cater to the diverse abilities of their students. This proactive
strategy supports student learning but also equips teachers with the tools necessary to create a dynamic
and nurturing educational environment.
Standards are typically organized hierarchically, which might lead educators to assume that they
must teach objectives sequentially. This can fragment learning and hinder integrated understanding
(Common Core State Standards, n.d.). The variety of learning goals within the standards requires
different instructional methods. By analyzing key verbs in these standards, educators can clarify
expected student performance further (Wiggins & McTighe, 2012, p. 11). Additionally, the range of
learning objectives, from basic knowledge acquisition to higher-order transfer, calls for distinct
instructional strategies.
In conclusion, developing a nuanced understanding of educational standards is vital for creating
cohesive and effective curricula that genuinely advance student comprehension and skill development.
By addressing these complexities, we can cultivate more impactful learning environments for all
Running head: CURRICULUM EVLAUATION: STANDARDS AND OBJECTIVES 1
students.
Comparison
The creator of the lesson plan titled "1900 America: Primary Sources and Epic Poetry. Both
documents stress the need for clear, attainable objectives; the lesson plan establishes goals for students
to analyze primary sources and create epic poetry, aligning with the article’s focus on mastering skills
for progression. Additionally, both emphasize the importance of collaborative learning, as students work
in groups to achieve shared outcomes.
Contrast
The "1900 America: Primary Sources and Epic Poetry" lesson plan is creative and
interdisciplinary but has key weaknesses. It lacks clear, measurable objectives that align with
educational standards, making student success unclear. The step-by-step approach can divide
understanding, rather than promote a comprehensive grasp of the material. While the reading
emphasizes varied teaching strategies, the lesson mainly relies on group presentations without enough
assessments or feedback. To improve, rewrite the objectives for clarity and specificity, so students know
what mastery involves. Adding assessments at different stages would help monitor understanding and
allow for adjustments before the final presentation, leading to a more effective learning experience in
both history and poetry.
Running head: CURRICULUM EVLAUATION: STANDARDS AND OBJECTIVES 1
References
Wiggins, G., & McTighe, J. (2012). Understanding by design guide to advanced concepts in creating
and reviewing units. Association for Supervision & Curriculum Development.
https://www.loc.gov/classroom-materials/1900-america-primary-sources-and-epic-poetry/
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