“Goals” are broader statements ("umbrellas") that reflect what learners will be able to do at the end of an instructional sequence, while “objectives” are (specific, measurable, achievable, relevant, time-bound) SMART goals. In my understanding, “standards” were expectations that responded to the question “How?”. My new understanding of “standards”, “goals”, and “objectives” in the context of education is provided below:

Standards in education can be likened to a map that guides both teachers and students toward a desired destination. They establish the goals of what students should learn and provide a framework for teachers to determine what and how to teach, i.e., standards define the content and performance expectations for students.

Think of content standards as the key knowledge and skills that every student should acquire. They set the foundation for learning and serve as a reference point for teachers to structure their lessons. Performance standards, on the other hand, outline how students will demonstrate their proficiency in achieving the content standards. These standards provide indicators and benchmarks to assess whether the students have met the desired goals.

Standards are written at various levels, from national to local, and are interpreted and implemented by states and school districts. This process is similar to translating a map into specific directions for different regions or cities. Each locality may adapt the standards to fit their unique context while still aligning with the overarching goals.

Goals and objectives in education provide a more detailed and focused perspective on learning outcomes. Goals are broad statements that encompass the overall aims of instruction, while objectives are specific, measurable, and attainable statements that describe what learners should be able to do at the end of a learning sequence.

An analogy for goals and objectives can be seen in constructing a building. The goal is to create a functional and aesthetically pleasing structure, while the objectives outline the specific tasks and milestones that need to be accomplished, such as laying the foundation, erecting the walls, and installing the utilities. Each objective contributes to the overall goal and helps measure progress.

When writing educational objectives, it is crucial to use clear and specific language. Ambiguous verbs like "learn" or "know" should be avoided, and instead, action verbs should be used from the learner's perspective. Additionally, objectives should consider the audience, the desired behavior, any necessary conditions or knowledge, and the criteria or standards for successful performance (ABCDs).

This knowledge will help me to unpack a standard for the next activity, and feel comfortable reading state/local/school standards knowing the clear difference between the terms. I’ll be observing recorded lessons and planning my own lessons keeping this knowledge in mind.

Unit 2: Differentiating lessons for diverse learners

Differentiation happens when content, learning environment, process, product are varied to accommodate diverse learning needs as well as when choice and flexibility are provided with instructional clarity and clearly defined goals for learning.

Content differentiation refers to adjusting the information/content being taught to accommodate students' diverse learning needs. For example, in MYP and DP Design technology DT classes, I offer different reading materials, and various available resources (we have about 6 websites and a textbook that has the same material presented in various forms: video, websites with images, website with powerpoint slides, etc.) at various difficulty levels, catering to students with different reading abilities and preferences. This ensures that all students are engaged with the same material effectively.

Process differentiation involves modification of instructional strategies and methods to meet students' unique learning styles and preferences. For example, in our DT classes, when working on projects, or learning a new material, I allow students to choose the method or tool that resonates with them the most, or they feel comfortable with. Grade 9 students were able to explore a variety of sketching tools for Design Criteria B when working on a Sustainable housing project. The same goal was given, but pathways to achieve the goal varied according to students’ preferences. This approach acknowledges that students have different ways of processing information and encourages them to use strategies that work best for their learning style.

Product differentiation focuses on allowing students to demonstrate their understanding and mastery of the content in different ways. For example, in our DT classes, I sometimes let the students submit a work in a form of oral presentation, or essay, or video recording. For example, when studying retrostyling approach in a classic design, a group of students presented their work orally showing the examples, others were studying case studies and answering the questions in a form of mini-essay. This approach recognizes that students have diverse strengths and interests and allows them to leverage their individual talents.

Learning environment differentiation involves creating a supportive and inclusive classroom atmosphere that meets students' social and emotional needs, this includes a flexible physical environment (flexible seating), collaborating, changes in routines, etc. For example, I often design learning activities in various formats: group discussions, homogenous and heterogenous grouping, to foster collaboration and a sense of belonging. Depending on the task, they can either work independently or walk to lab/computer lab (with supervision of TA for safety).

It's important to note that differentiation still requires us to set a culture of high expectations, ensure that students receive the same opportunities for higher order thinking, understand the difference between fairness and equity , and be clear about the goals and success criteria.