Make certain that you have a copy of the state or CEC standards for the course or courses that you teach. Then break into groups of four or five according to subjects taught.
Together, select a standard and copy it verbatim. Next, modify it by making it more understandable and student-focused. Be sure to include an action verb (e.g., demonstrate ) as a precursor of the description of student performance in your long-term and short-term instructional objectives. Remember not to change the content of the original standard by deleting from or adding to it.
Keeping in mind that a number of long-term objectives can stem from a modified standard, cooperatively construct a long-term objective from any part of your modified standard. Be sure to use at least one action verb and present a general description of what you will expect of the student. You can use the content area or CEC samples in the chapter as templates.
Next, construct a short-term instructional objective, selecting a portion of your long-term objective (remembering that many short-term instructional objectives constitute one long-term objective).
Be sure to include an action verb depicting observable pupil performance and mention configuration (e.g., in groups of three or four) and context or preparation (e.g., presented with an unlabeled diagram). Also, it is very important to specify exactly what you expect of each student (e.g., with an error margin of plus or minus five miles).
After you have completed this process, each group can put its four components (national standard, modified standard, long-term objective, and short-term instructional objective) on the board or on the overhead for discussion.
1) Which of the following indicates the most specific learning outcome?
A) Behaviorally-stated objective.
B) National standard.
C) Long-term objective.
D) Educational goal.
2) Which of the following resources should serve the greatest role in guiding instruction?
C) Teacher’s manual.
D) Interest inventories.
3) Which of the following is the most common challenge that teachers face wen translating standards into IEP’s?
A) Understanding the content.
B) Defining the broad terminology of the standard.
C) Outlining assessment accommodations.
D) Noting the requisite technology for adaptive instruction.
4) Content standards, such as those developed by the National Council of Teachers of Mathematics, provide which of the following for teachers?
A) A general framework for developing curriculum specifications
B) Detailed curriculum specifications
C) Specifications of standards of performance for students
D) Comprehensive instructional materials for classroom use
5) Statewide assessment tests are primarily based upon content from
A) Norm-referenced intelligence tests.
B) NAEP (National Assessment of Education Progress).
C) United States Department of Education.
D) State and national standards.
6) What is the most appropriate way to align instruction with state standards?
A) The district chooses textbooks based on the content of state standards.
B) The teacher groups several state standards into a specific leaning objective for a lesson.
C) The teacher breaks each state standard down into specific leaning objective for lessons.
D) The school evaluates teachers on the basis of students’ performance on state standards.
7) Which of the following are NOT academic standards representing a learned society?
A) Next Generation Science Standards.
B) Standards for Mathematical Practice.
C) Standards for the English Language Arts.
D) Framework for Social Studies State Standards.
8) Deconstructing the standards allows teachers to do all of the following EXCEPT
A) Determine eligible academic content.
B) Guide instructional decision making.
C) Target instructional interventions.
D) Organize curriculum planning.
9) The Life Centered Education Curriculum outlines student competencies in each of the following areas EXCEPT