Note: This is actually something I wrote for a graduate class. The essay is addressing the question of why schools have standards for curriculum, but in doing so I addressed the idea of standards in the world at large- including the moral standard, which points out to us our need for God because we know there is a standard of right and wrong in the world- and we don't naturally do what's right. We are sinners who need a Saviour- and God has provided the world the only One Who can save us-The Lord Jesus Christ. For further reading, see also
Romans 7:7-25, Romans 1-3 (and particularly verse 2:4), Ecclesiastes 3:11 and Galatians 3 in The Holy Bible.
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As human beings, we are born into a world of standards that govern our lives and that we must adhere to in order to succeed. We are created to recognize the natural order of laws as well as the moral order. Though people disagree on some moral imperatives there are basic ones that most everyone in the world ascribes to and aspires to achieving. Drawn from these, each country has its own sets of civil laws that govern the citizens. In a world that now tends to sway toward chaos, we as a people generally desire some sense of order in order to not only make sense of the world but also since it helps draw us back to restoration of injustices. As teachers and librarians, we also desire to add to this process through education and thus we develop standards that will help all students reach their highest potential and equip them to help bring the change we want to see in the world.
To this end, appointed bodies like the AASL, ISTE and Common Core creators have worked to establish the bottom line of learning for all students. Through careful observation and study, these entities have determined skills and knowledge deemed necessary for survival in the world and for contributing to society in a positive manner. Through ages of collected knowledge and observation, we as human beings know that the world is ordered in a certain way to ensure survival. We know that careless acts of litter of waste materials will bring damage to the world and ultimately to ourselves. Thus, encouraged and sobered by such findings, we share with students the scientific findings that have been made and help them learn how to discover still more. This is but one example of skills that help human beings develop into meaningful contributers to improvements in society. There is also social studies and history to be considered so that we may learn from the past and improve the present and help secure a better future. Mathematics are necessary to understand how to measure and order things, which also helps with medicine, which helps preserve human life. And English language arts contribute to our moral and spiritual components as we seek to know the human condition and share with each other our enlightenment and understanding of life and even reach transcendence of the temporal as well.
Standards themselves are still different from objectives. Whereas the standard for driving on the highway may be to maintain a speed of no less than 45 mph and no greater than 70, individual drivers set their own objectives. The objective might be to reach a certain destination in optimal time and thus this is carried out by driving the maximum speed limit. Other drivers may prefer a leisurely drive for pleasure as they cruise and listen to music. These drivers may hover closer to the minimum speed limit. In either case, the standard is still met. It is much the same for educators. Objectives are developed differently by individual teachers to communicate certain aspects of the standard for the day, but these are distinct from the overarching standard itself. "When those standards are written in terms that are too broad, teachers have to unpack those standards and dissect them until they reach specific statements of the knowledge and skills that should be taught. From those statements, teachers can then develop their lesson objectives." (Tate 44) In presenting these objectives, teachers who start with the end in mind can more easily decipher how best to assess the knowledge of the skills in question as informed by the standards. The standards inform teachers as to the overall general knowledge that must be known in the end and the teacher develops the objectives to get to the nitty-gritty details that teach measurable skills that demonstrate not only knowledge but understanding of it as well. Thus, a teacher tasked with a general standard to teach the nuances of figurative language might make a goal of having students learn a specific example in the form of metaphors and be able to formulate their own to demonstrate knowledge so that the school might spawn its own.
In our search for meaning and structure in life, the standards of nature, morality and civility are what shape us. They speak to to all of us on every level even if we only may recognize some on particular levels. They drive us to establish mandates that will aid us in aspiring to those standards and thus drive our individual objectives for how best to do this. We utilize the standards to decide how best to determine if we are meeting them and we allow the results to drive us further in this search. And in all these pursuits, we are ever restless as we continuously and tirelessly stretch for the infinite, which may seem so very far away yet it is not far from any one of us.
Romans 7:7-25, Romans 1-3 (and particularly verse 2:4), Ecclesiastes 3:11 and Galatians 3 in The Holy Bible.
............................................................................................................................................
As human beings, we are born into a world of standards that govern our lives and that we must adhere to in order to succeed. We are created to recognize the natural order of laws as well as the moral order. Though people disagree on some moral imperatives there are basic ones that most everyone in the world ascribes to and aspires to achieving. Drawn from these, each country has its own sets of civil laws that govern the citizens. In a world that now tends to sway toward chaos, we as a people generally desire some sense of order in order to not only make sense of the world but also since it helps draw us back to restoration of injustices. As teachers and librarians, we also desire to add to this process through education and thus we develop standards that will help all students reach their highest potential and equip them to help bring the change we want to see in the world.
To this end, appointed bodies like the AASL, ISTE and Common Core creators have worked to establish the bottom line of learning for all students. Through careful observation and study, these entities have determined skills and knowledge deemed necessary for survival in the world and for contributing to society in a positive manner. Through ages of collected knowledge and observation, we as human beings know that the world is ordered in a certain way to ensure survival. We know that careless acts of litter of waste materials will bring damage to the world and ultimately to ourselves. Thus, encouraged and sobered by such findings, we share with students the scientific findings that have been made and help them learn how to discover still more. This is but one example of skills that help human beings develop into meaningful contributers to improvements in society. There is also social studies and history to be considered so that we may learn from the past and improve the present and help secure a better future. Mathematics are necessary to understand how to measure and order things, which also helps with medicine, which helps preserve human life. And English language arts contribute to our moral and spiritual components as we seek to know the human condition and share with each other our enlightenment and understanding of life and even reach transcendence of the temporal as well.
Standards themselves are still different from objectives. Whereas the standard for driving on the highway may be to maintain a speed of no less than 45 mph and no greater than 70, individual drivers set their own objectives. The objective might be to reach a certain destination in optimal time and thus this is carried out by driving the maximum speed limit. Other drivers may prefer a leisurely drive for pleasure as they cruise and listen to music. These drivers may hover closer to the minimum speed limit. In either case, the standard is still met. It is much the same for educators. Objectives are developed differently by individual teachers to communicate certain aspects of the standard for the day, but these are distinct from the overarching standard itself. "When those standards are written in terms that are too broad, teachers have to unpack those standards and dissect them until they reach specific statements of the knowledge and skills that should be taught. From those statements, teachers can then develop their lesson objectives." (Tate 44) In presenting these objectives, teachers who start with the end in mind can more easily decipher how best to assess the knowledge of the skills in question as informed by the standards. The standards inform teachers as to the overall general knowledge that must be known in the end and the teacher develops the objectives to get to the nitty-gritty details that teach measurable skills that demonstrate not only knowledge but understanding of it as well. Thus, a teacher tasked with a general standard to teach the nuances of figurative language might make a goal of having students learn a specific example in the form of metaphors and be able to formulate their own to demonstrate knowledge so that the school might spawn its own.
In our search for meaning and structure in life, the standards of nature, morality and civility are what shape us. They speak to to all of us on every level even if we only may recognize some on particular levels. They drive us to establish mandates that will aid us in aspiring to those standards and thus drive our individual objectives for how best to do this. We utilize the standards to decide how best to determine if we are meeting them and we allow the results to drive us further in this search. And in all these pursuits, we are ever restless as we continuously and tirelessly stretch for the infinite, which may seem so very far away yet it is not far from any one of us.
Work Cited
Tate, Marcia L. Formative Assessment in a Brain-Compatible Classroom. West Palm Beach, FL, Learning Sciences, 2016.
Tate, Marcia L. Formative Assessment in a Brain-Compatible Classroom. West Palm Beach, FL, Learning Sciences, 2016.
