Science and Mathematics Standards in the Classroom...continued:
Standards based learning…
This booklet begins with an overview of the potential of standards-based learning*. [* I use the term standards-based learning in lieu of standards-based teaching because our primary goal must be student learning, not teachers teaching.] While encouraging the use of "authentic pedagogy: instructional activities that involve active learning," Stepanck warns that researchers have found that "active learning alone does not guarantee higher student achievement, but that these strategies must be rooted in high intellectual standards." (pp. 2-3)
Stepanck realizes that there are three key stakeholder groups involved in any implementation process: teachers, parents and administrators, and students. Expecting any significant, lasting change to occur without addressing each of these groups is unrealistic.
Teachers are being asked to change the way that they teach and to unlearn some of their professional training, as well as the model of teaching they received throughout their education. Parents and administrators are often suspicious of unfamiliar expectations and teaching methods. Students can be resistant to innovative classroom practices. Making change requires a lot of time…[emphasis mine]. (p. 3)
At their finest, standards have a significant purpose in education.
They are intended to insure quality and indicate goals. They formalize high expectations for all students. They set criteria for more challenging classrooms, enriching curriculum content and expanding access to improved learning. They express clear expectations for students and teachers, which research indicates is a key component in promoting student success. (pp. 3-4)
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Science Education Reform Index
