Week 3 Discussion

Week 3 Discussion

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Week 3 Discussion

Standards play a major role in the contemporary public education. They influence all dimensions of the educational system from standardized testing to the topics and skills that should be taught in schools to facilitate the professional development of students. However, understanding the learning standards, which involves determining how they work, reasons as to why they matter, and their impact on schools and students. Understanding the standards requires instructors to be conversant with the wide range of terms and synonyms that they should use when discussing a certain topic (Groenke & Hatch, 2009).

Understanding standards enables instructors to have better accountability. The standards hold the instructors and learning institutions responsible for what takes place in the classrooms. It aligns the students to the standard to ensure a higher level of learning is attained. Standards also guide instructors during the process of assessment and ensure they are always on track.

Standard-based instruction controls the planning, implementation, and assessment of student learning. It helps in streamlining instructions to ensure teachers engage in practices that focus on certain predetermined learning targets. The expectations of the students in the learning process are mapped on to the standards. Therefore, without a clear knowledge of what the standards are, the teacher would have no direction in the teaching process. This would reduce the effectiveness of the learning process (Groenke & Hatch, 2009).

Instructors also understand the standards since the standards are used in the development of classroom assessments and instructions that help in tracking the performance of students. The standards also help in the development of a plan focuses on the instructions to ensure the learning process meets specific needs of students. As such, it is pertinent to claim that failure to understand the standards would make the efforts of the instructor be futile since they would not align with specific objectives of learning.

Reference

Groenke, S. L., & Hatch, J. A. (2009). Critical pedagogy and teacher education in the neoliberal era: Small openings. Springer Science & Business Media.