The Standards-Based

Approach

Presented by: Hamichou Abdennabi
Almallam Boujemaa
Supervised by: Mohammed Benhaddouche
Definition
Characteristics
Planning and Preparation
The Main Goals
How to Develop Measurable Anual Goals
Present Levels
The Teachers Role
The Students Role
Standards-Based Approachs Areas of Focus

Standards-Based Approach to education is
concerned with meeting a set of standards by the
students for every topic, and the ability of the
students to achieve these standards at their own
pace.

Teachers and students have a clear
understanding of the expectations (standards).
They know what they are teaching/learning
each day (standards), why the days learning is
an important thing to know or know how to do
(relevance), and how to do it (process).

It addresses communication as being not strictly
one skill, but a mixture of the spoken, written,
auditory skills.

It is based on the principle that cultural
understanding is essential in a language education


It connects English with other subjects areas such as
history and geography, philosophy, etc.

It is based on the view which argues that comparing
and contrasting our own languages and culture(s)
with other languages and culture(s) leads to better
understanding of ours.



It is focused on learner learning (learner-
centered)

It makes all concerned parties accountable for
the outcomes of learning.


Past Present
Learn about the language

Learn to use the language

Teacher-center

Learner-center

Isolated skills

Integrated skills

Cover a textbook

Backward design

Big C, small c

Cultural perspectives

One-size fits all

Differentiated instruction

Classroom learning

Individual work


Beyond classroom

Group Project


Planning and Preparation

High expectations
The teacher articulates a belief in each students ability to learn
Planning reflects an understanding of differentiated instruction
and multiple intelligences
Assessment
Assessment plan incorporates formative, summative, and
performance-based assessment
Assessment aligned to standards and objectives
Rubrics and anchor projects/papers are developed for project-
based learning
Existing student performance data is analyzed

Clear objectives/Essential questions
Standards/essential content is clearly defined
Interdisciplinary, cross-curricular connections are in
evidence
Process of student learning is emphasized in addition to
content

Available district resources (staff, instructional
technology, curriculum resources) are utilized to
their fullest potential
Technology is integrated into teaching and learning



Acknowledge the value of both the content and
skills that students learn through English.

Help teachers implement a significant curriculum
in various ways.

Adopt the Performance-based assessment as a
source for a reliable assessment.


What are the students needs as identified in the
present level of performance?
What can the student reasonably be expected to
accomplish in one school year?
Are the conditions for meeting the goal addressed?
How will the outcome of the goal be measured?

Student strengths
Student needs
How skill deficits affect involvement/progress
in the general education curriculum
Assessment data
Input from Teachers/Parents/Students

Effective learner
Active
The center of the teaching/learning process
Knowledge builder
Develop the ability to think
Be tuned to quality work
Foster the students connections with their
communities
Develop communication skills

Interpersonal
Interpretive
Presentational
Perspectives
Practices
Products
-Values
-Ideas
-Attitudes
-Pattern of social
interaction
-Books
-Laws
-Music
English
Philosophy
Other
subjects
Geography
History
Learners make connections with
other subject areas, acquire
information and use English for
their own purposes.
Linguistic
*Sounds
*Stuctures
*Vocabulary
Cultural
*Celebrations
*Greeting
*Table manner
*Life style
*Proverbs
Learners will gain awareness of
cross-cultural similarities and
differences (in terms of both
languages and cultures).
Learners will extend their learning
experiences from the EFL classroom to
the outside world through activities
such as the use of the Internet.
School and Community
Life-long Learning
statements about what
learners should know and be
able to do with English.
Content standards
show us how the learners have
achieved the standards targeted
and show the learners progress
towards meeting a standard.
Performance standards
tell us how well learners
should perform.
Proficiency standards
Ability to think through:
Problem solving
Informed decision making
Systems thinking
Critical creative and analytical thinking
Imagining places, times and situations different
from their own.
Developing and testing hypotheses
Transferring English language learning
competencies to other learning situations.
Develop Communication Skills
Constructing and defending an argument
Working effectively in duos/groups
Communicating purposefully using the skills
acquired.
Be tuned to quality work
Acquiring and making effective use of information