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Understanding

Learning Standards:
Content and Performance
Session Objectives:
 Share ideas about learning standard;
 Differentiate content standard from
performance standard;
 Explain the development that brought
about the need for learning standards;
 Explain the importance of learning
standards;
 Infer the use of the Enhanced BEP (K to 12)
Learning Standards at the national and
school levels
Why are we here?
Have you ever…
 been overwhelmed by the demands of
too many standards and too few
classroom hours?
 said to yourself, “I just don’t have the
time to teach everything I am expected
to teach?”
 been frustrated with the focus on
breadth over depth?
Beginning with end in mind…
“To begin with the end in mind ---
means to start with a clear
understanding of your destination.
It means to know where you’re
going so that you better understand
where you are now so that the steps
you take are always in the right
direction.” (Covey, 1994)
Picture this scenario…
“You pack your family into the car for a
family vacation… you stop at the gas
station and fill up the tank (it costs $65.00
to fill the tank)… you get on the Mass Pike
to start your trip with your children already
beginning to ask, “are we there yet?”…
You look at your spouse and the two of
you simultaneously ask, “Where are we
going anyways?” --- Does this make sense?
Group Activity: Brainstorming
A. Choose a leader, secretary and reporter of the
group.
B. Each group will discuss and do the following tasks:
1. Identify the words you can associate with the
“Learning Standards”, “Content Standards”, and
“Performance Standards” or meanings you
could attribute to these words;
2. Explain what developments brought about the
need for learning standards; and
3. Explain why we need learning standards.
C. Present your outputs
Worksheet:
Learning Content Performance
Standards Standards Standards
What are Learning Standards?
Learning Standards
 refer to how well the student must
perform, at what kind of task, based
on what content, to be considered
proficient or effective.
 define what learning should be
achieved in what grades or over
certain grade spans.
Learning Standards
 are statements which define a core
of essential knowledge and skills
that students are expected to know
and be able to do
Learning Standards are NOT:
 Benchmarks – the best
performance or product
that can be accomplished by
anyone
 Norms, even if norms are used to
determine age-appropriate
standards
Content Standard
versus
Performance Standard
Content Standard

 Content Standard defines what


students are expected to KNOW,
DO and UNDERSTAND.
 It states the particular knowledge
the student should master.
 Content standards are the
curriculum expectations that all
students are expected to learn in
each subject (discipline), from
Grade 1 to Grade 12. These
expectations describe the knowledge
and skills that students are expected
to develop and demonstrate.
It answers the question:

“What should students know


and be able to do?”
Performance Standard
 Performance Standard defines what
students should create, add value to,
and transfer.
 Performance standard defines the level of
proficiency that students are expected to
demonstrate as an indicator of their
understanding of the fundamental
concepts and generalization.
It also answers the question:

“What should students demonstrate


in terms of products and
performances as an indicator of their
understanding?”
Or
“How well must students do their
work?”
The Building Blocks of LEARNING
Activity: Content Standard (CS) or Performance Standard (PS)
Statement 1:
The learner independently performs
accurate measurements and calculation
based on a given tasks.
Statement 2:
The learner demonstrates understanding
of concepts and underlying principles in
performing measurements and
calculation.
erformi
Statement 3:
The learner demonstrates understanding
of hand tools and equipment and
accomplishing required forms in computer
hardware servicing
Statement 4:
The learner accurately reads and
interprets technical drawings and work
plans accurately.
Statement 5:
The learner consistently observes
precautionary measures and responds
to risks and hazards in the workplace
What developments brought
about the need for
learning standards?
 Trend towards global economy in
the US and Europe
 National Economy became a
global enterprise
 Need of workers to have higher
levels of technological, academic,
and work skills in order for industries
to compete on the global stage.
 Parents, worried that their children
would not be prepared for further
schooling or work, joined with
business in calling for higher
educational standards .
Skills Needs

 Identify and solve complex problems


 Think independently and work with
teams
 Exhibit the traits of leaders no matter
what their job in an organization
Why do we need standards?
Why do we need standards?

 To set uniform high expectations for


all students
 To clarify the intended results of
schooling for all audiences
 To facilitate transitions for students
who move from school to school and
from grade to grade
Why do we need standards?

 To specify exactly what will be


assessed in order to provide more
useful information about student
achievement
 To provide a foundation for defining
the knowledge & skills teachers need
in order to provide instruction for
students.
Criteria in Writing Standards

 The standards must be clear and


meaningful to students (and parents,
educators, business representatives
and the community at large).
Criteria in Writing Standards

 The standards should include an


appropriate combination of
knowledge and skills, not just
facts or skills alone.
Criteria in Writing Standards

 The standards should build upon


and go beyond the basics within
each of the academic
disciplines.
Criteria in Writing Standards

 The standards should be specific


enough to convey what students
should learn, but broad enough
to allow for a variety of
approaches to teaching,
curriculum, course design and
assessment.
Criteria in Writing Standards

 The standards should be specific


enough to be used in assessing
progress and improving students'
learning.
Something to think about…

 The pedagogical soundness of


learning standards may be
determined by being clear on the
attributes of a Content Standard and
a Performance Standard and by using
appropriate criteria.
Criteria in Evaluating Learning Standards
Lynn Erickson (1998) in her book “Concept-based Curriculum and Instruction:
Teaching Beyond the Facts”

1. Do the Content Standards clearly identify and


highlight “integrating concepts” to facilitate
integrated thinking within and across disciplines?
 Do the Content Standards provide a “conceptual
lens” to facilitate “integrated thinking” as students
draw from the fact base and see the patterns and
connections of a discipline (e.g., science) at a deeper
level of conceptual understanding?
 “Integrating concepts” – Core Message or
Understanding, Batayang Konsepto
The Criteria in Evaluating Learning Standards

2. Do the Content Standards provide a


systematic and developmental
conceptual schema for building deep
understanding over time?

 Are the Content Standards stated in


increasing level of complexity?
The Criteria in Evaluating Learning Standards

3. Are the topics under each Content


Standard critical in developing the
core messages / understandings,
generalizations?
The Criteria in Evaluating Learning Standards

4. Do Performance Standards reflect


products and performances that
provide evidence of students’
understanding of the core
messages/understandings or
Batayang Konsepto?)
The Criteria in Evaluating Learning Standards

5. Do Performance Standards reflect


the activities anchored on the
discipline base/s of the subject
area?
The Criteria in Evaluating Learning Standards

6. Do the Performance Standards suggest


performances that demonstrate
conceptual understanding?

 Performance Standard – What students should


create, add value to, transfer. It also answers the
question: What should students demonstrate in terms
of products and performances as an indicator of their
understanding of the Core Message or
Understanding or Batayang Konsepto?
The Criteria in Evaluating Learning Standards

7. Do the Content Standards suggest


fundamental concepts, principles and
generalizations that students should
remember and apply in their lives?
 The Content Standard should reflect the
fundamental concepts and generalizations
that support the standard. Teachers should
teach these ideas using the specific topics as
their instructional content tool.
How will the
Enhanced-BEP (K to 12)
Learning Standards be used?
How will the Enhanced BEP (K to 12) Learning Standards be used?

For DepEd…
 A guide to assist schools & teachers with
curriculum, instruction & assessments
 As basis to establish professional teacher
standards
 A means to communicate the purpose
and results of the Enhanced BEP (K to 12)
to the public
How will the Enhanced BEP (K to 12) Learning Standards be used?

At the School Level…


 A guide to organize and share curriculum,
assessments, and instructional methods across
grade levels and schools
 A means to gauge student progress through
local assessments
 A guide to focus school improvement plans in
the Enhanced SBM(DepEd Order # 83, s. 2012)
 A means to communicate the purpose and
results of schooling to the local community.
“Trying to teach in the 21st century
without a conceptual schema
for knowledge
is like trying to build a house
without a blueprint.”
Thank You!

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