What is standards-based Education/ Terminolgy

Skill: A task or a number of tasks performed to a specific competencyCompetency: A skill performed to meet a specific standard under specific conditionsStandards comprises described and specific learning expectations

What is standards-based Education?

Standards-based education is an initiative for improving academic achievement throughout the state, based on the principles that: every student has the opportunity to participate in real and meaningful educational experiences; every student is held to high expectations(standards) of knowledge and performance;every student’s performance/achievement is measured against the standards; and, help is provided to every student to attain the standards.

Mission of Standards-Based Education

• To improve students’academic achievement so that their knowledge and skills will enable them to be successful, productive citizens in the 21st century.

Academic Standards

Should be specific about: Content standards: what students should know

and be able to do Performance standards: what they might be asked

to do to give evidence of standards (indicators) Proficiency Standards: how well they must

perform. Benchmark: Expected understanding and skills for a

content standards at different grade levels.Standards revolve around these key concepts:

Communication content standards

Interpersonal communication:

Students listen and respond, engage in conversations,provide and obtain information,express preferences, Emotions and feelings,and exchange opinions andbeliefs.

Performance indicator:

Make and respond to routine classroom requests

Sample task:

Upon hearing a request, students respond appropriately, either verbally or through physical action( e.g brush, comb,smile).

Communication

Interpretive communication:

Students comprehend and interpret written and oral

language on a variety of topics.

Sample task:

Students read signs(e.g push, pull, enter, boy’s room, no parking, etc) and demonstrate comprehension through their actions.

Performance indicator:

Read isolated words and phrases in a situational context( e.g menus, signs, schedules, etc)

Communication

Presentational communication:

Students present information, concepts, and ideas in oral and written form on a variety of topics.

Performance indicator:

Write familiar words or phrases(e.g simple autobiographical information,dates, colours)

Sample task:

Given an emergency situation,students provide the necessary information, such as sex, name, age, address, telephone number, etc)

Cultures Content standards

Practices of culture: Students demonstrate knowledge of social patterns and conventions and

interact appropriately in different cultural settings.

Performance indicator:

use appropriate courtesy behaviours linked to expressions such as « please », « thank you », « excuse me », etc

Sample task:

Students plan a social event, demonstrating recognition of similarities and differences observed by the two cultures. Students role play being participants at a typical family meal, using appropriate courtsey expressions, and behaviour.

Products of culture:

Students demonstrate knowledge and understanding of significant components of the cultures being studied, such as traditions, institutions,art, history, music, literary and artistic expressions, among others

.

Performance indicator:

Demonstrate knowledge of geographical features, landmarks, historical events, and figures, institutions and political structures of the target country.

Sample task:

Students develop in brochure form a day-by-day itinerary on the target country or region, identifying main geographical features, historical sites, landmarks, and other places of interest.

ConnectionsContent standards

Connecting with other disciplines:

Students reinforce and broaden their knowledge of other disciplines through the foreign language.

Performance indicator:

Name plants and animals.

Sample task:

Students draw and label pictures of various animals, plants, insects, etc.

Accessing information in the target language:

Students acces information and cultural perspectives that are available through the foreign language via electronic or traditional means.

Performance indicator:

Use computer and multimedia resources to find information on a variety of subjects.

Sample task:

Students write a group letter to a class in the country of the target language.

Comparisons Content standards

Language comparisons:

Students learn that different Languages use different ways to communicate and can apply this knowledge to their own language.

Performance indicator:

Compare grammatical structure among languages.

Sample task:

Given the same sentence in both English and the target language, students identify differences in word order.

Cultural comparisons:

Students learn that people of different cultures may think and act differently, and students can apply this knowledge to theirown culture.

Performance indicator:

Describe similarities and differences in the value system of the target country.

Sample task:

Students compare and contrast the value system of the target culture in areas such as competitiveness, cooperation, thrift, enjoyment of life, entertainment, definition of virtues and vices, work vs play, etc.

CommunitiesContent standards

School and community:

Students use the language both within and beyond the school setting.

Performance indicator:

Interact directly with speakers of the language either through face-to-face conversations( here and abroad), written texts, or telecommunications (e.g telephone, internet, e-mail, letters, etc.).

Sample task:

Students exchange information about their school, town, and state with o foreign pen pal.

Personal enrichment:

Students use language for leisure and personal enrichment.

Performance indicator:

Consult a variety of topics for personal interest.

Sample task:

Students compile evidence of multicultural /ineternational influences in their communities (e.g,architecture, foods, imported products, spots equipment, etc.)

Traditional approaches:

The point of progression is time and teacher-centered

Standards Based Instruction:

Progression is made when there is mastery of specific knowledge and skills and is learner-centered.

Non-competency based objective: SS will know/ understand how to effectively engage into conversations in formal and informal settings.

Competency based objective: SS will effectively engage into conversations in formal and informal settings.

GuidelinesIdentify the desired outcomes (target standards) Make them publicDiagnose Ss acquired competenciesSpecify appropriate grade benchmarks (detailed description of understandings and outcomes)Share standards with the learners.Adapt instruction to different learners needsUse multiple assessment tools and strategies/ checklists, rubricsDiscuss with learners if they have met the standardsProvide extensive and individualised work

References• ACTFL Performance Guidelines for k-2 Learners Task Force (1998).ACTFL performance

Guidelines for K-2 Learners.Yonkers, NY:The American Council on the Teaching of Foreign Languages.

• American Council on the Teaching of Foreign Languages.(1989).ACTFL Proficiency * Guidelines.Yonkers, NY

• Delaware World Language Performance Indicators February 2004 The American Council on the Teaching of Foreign Languages.• Eckert, P.& Mc Connel-Ginet, S.(1995).Constituting meaning, constructing selves: Snapshots of language, gender, and class from Belten High. In Hall, K and

M.Bucholtz. (1995). (Eds.) Gender Articulated. New York, NY: Rutledge. 465-507.• Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA:

Association for Supervision and Curriculum Development.• National Standards in Foreign Language Education Project. (1999). Standards for

Foreign Language Learning in the 21st Century. Lawrence, KS: Allen Press, Inc. • Mohammed Benhaddouch, CRMEF trainer in Safi• Ministerial Guidellines (2005)