Instructional Practices for High Level Learners and Standard-Based Curriculum Essay

Download this Essay in word format (.doc)

Note: Sample below may appear distorted but all corresponding word document files contain proper formatting

Excerpt from Essay:

Instructional Practices for High Level Learners

When it comes to the right curriculum (instructional practices) that teachers and administrators should be developing -- that are effective in helping students achieve a high level of learning -- this paper points to a standards-based system (combined with creative curricula) as the most effective. There are a number of ways in which teachers can implement those practices that lead to a high level of learning in students -- and this paper reviews those strategies.

Explain various instructional practices designed to achieve high-level learning for all students in a standards-based curriculum.

Instructional practices in schools rarely stay static, according to a peer-reviewed article in the journal Computers in the Schools. In fact, many schools over the past few years have been actively engaged with "fundamental restructuring efforts" because teachers appear willing in many instances to try "…a range of instructional practices" that will be beneficial to the learning process (Liu, 2010, p. 20). But if teachers do not have the appropriate level of knowledge of the theory behind the instructional practice, they cannot hope to bring out the best in students, Liu explains (20)

This article reviews the myriad instructional practices (peer teaching; peer mentoring; open education; right brain/left brain; computer-based instruction; student-centered learning; distance learning; technology-based instruction; among others) that are used by teachers (21). However, Liu asserts that there is "no strong evidence for the significant effectiveness of these instructional practices," and in fact many practices "…seem to appear each year and are quickly discarded" (22). But if these practices are supposedly not effective, what do the authors of this paper propose that can be effective? Firstly, the authors point out that the teacher's perception of the practices "…strongly predicts the likelihood of practice"; and the stronger the teachers' grasp of the theory and research behind a given strategy, "…the more accurately they see the value" of that practice in terms of its application to higher levels of learning (23).

The article surveyed 162 experienced teachers as to their knowledge and perceptions of 24 different instructional practices that are quite common in public education. The conclusion reached by the authors is that: a) educators in higher positions in the field of education are more aware of successful practices than those in elementary and secondary positions; b) the higher the degree achieved by the teacher and the more experience a teacher has, the greater the teacher's understanding of educational practices' and c) teacher education programs should focus on preparing teachers "…with a solid foundation of knowledge in instructional practice" (Liu, 30).

Progress Monitoring and Curriculum-Based Measurement (CBM).

In the Journal of Special Education, the authors point to "progress monitoring" -- and curriculum-based measurement -- as instructional practices that have been proposed as a way to "predict performance" and also to "monitor progress" toward "…rigorous, state-defined academic standards" (Wallace, et al., 2007, 66). Also, the authors report that progress monitoring is part of an overall "response-to-intervention" (RTI) approach, which helps in terms of assessing student progress (66). When research focuses on curriculum-based measurement -- and what strategies work well in terms of bringing out the best in these students -- when teachers use CBM there are "significant gains in student achievement" (Stecker, et al., 2005, 795).

Achieving higher levels of learning is facilitated through a careful strategy of CBM, which means teachers monitor and assess student achievement up to two times per week and hence the data collected reflects how any particular student is progressing "…over a period of time" (Stecker, 796). Are students "on target" to meet the long-term goals that the standards-based curriculum has established? Stecker asserts that teachers can discover how well students are progressing by using the data from CBM; that data allows teachers to plan and even to "individualize" instruction for specific students based on CBM (797). Hence, instructional decisions -- designed to achieve high levels of learning -- can be made based on specific data-inspired evidence in a CBM-focused strategy.

TWO: Explain how a standards-based curriculum can be maintained -- but at the same time individual students' needs are met by instructional practices.

Authors Copeland and Cosbey present several instructional approaches that have been effective when placing students "…with extensive support needs" in general education settings (Copeland, et al., 2008-2009, 214).…[continue]

Cite This Essay:

"Instructional Practices For High Level Learners And Standard-Based Curriculum" (2013, September 11) Retrieved December 4, 2016, from

"Instructional Practices For High Level Learners And Standard-Based Curriculum" 11 September 2013. Web.4 December. 2016. <>

"Instructional Practices For High Level Learners And Standard-Based Curriculum", 11 September 2013, Accessed.4 December. 2016,

Other Documents Pertaining To This Topic

  • Standards Based Education Which Was Created

    Through Lesson Study, teachers see first-hand the reasons why standards-based instruction is effective." (NCREL, nd) the standards-based classroom has four embedded central strategies: 1) inquiry and problem-solving; 2) collaborative learning; 3) continual assessment embedded in instruction; and 4) higher-order questioning. (NCREL, nd) III. TEACHER'S VIEWS of STANDARDS-BASED INSTRUCTION OUTCOMES NCREL relates the statement of Barbara Morgan, a teacher who states that the standards make the provision of a strong focus for learning stating: "I

  • Standards Based Assessment Across the Nation States Are

    Standards-Based Assessment Across the nation, states are setting tough new education standards, defining what students should know and be able to do. To help students meet these standards -- and to measure their progress in doing so -- states are also designing and implementing new standards-based assessment systems.States and districts use two types of interrelated standards: those that specify the content (what students should know or be able to do at

  • Curriculum Trends

    Curriculum Trends in the Next 10 Years For more than 20 years, curriculum and its accompanying emphasis on standards and accountability for learning have dominated the debate over improving education. Today, the controversy over how to provide equity in achieving the curriculum, how to achieve compatibility between equity and high standards, and what comprises a meaningful curriculum are increasingly commonplace and serve to focus attention on the performance and progress of

  • Higher Ed Faculty Adoption of

    " (Basson, 1999); and systematic way of designing, carrying out, and evaluating the total process of learning and teaching in terms of specific objectives, based on research in human learning and communications, and employing a combination of human and non-human resources to bring about more effective instruction (Commission on Instructional Technology, 1970)." (Basson, 1999) Basson shares the fact that a survey conducted by Nick Hammond et al. On "Blocks to the

  • Curriculum the Principals Role in

    Human relations are vital. Teachers must trust each other, there must be norms that support productive criticism, and there must be techniques in place for combining and resolving disputes. Arrangements need to be in place that generates discussion for problem identification and decision making. These arrangements could be things such as normal team meetings amid teachers at the same grade level or department meetings within high schools and middle

  • Use of Technology to Support ADD and ADHD Learners K 8

    nology to Support ADD and ADHD Learners (K-8) Research Paper November 6, 2005 Use of Technology to Support ADD and ADHD Learners (K-8) Abstract The student with AD/HD is one that requires more specialized and individualized instruction. Technological possibilities present great potential in providing these instructional needs for the AD/HD learner. Technology implemented in the school and in the classroom is critically dependent upon collaboration in development and implementation which is inclusive of the

  • Curriculum Are Social Forces Human

    The third step is creating which is doing. It is taking action on what you find, what you suspect, what you think will make a difference. The last step is confirming. In this stage, you are evaluating your efforts, learning from feedback, and starting the cycle again. 6. Define "data-driven" decision making. Data driven decision making uses student assessment data and relevant background information, to inform decisions related to planning and

Read Full Essay
Copyright 2016 . All Rights Reserved