Chapters 5 & 6 Week 3 Lecture Notes Chapter 5 – Teaching, Standards, and You If we were in a traditional classroom setting, I would bring in state and national standards to give everyone an idea of what is meant by the word, “ standards.” But, since this class is online, I would like all of you to review National and State standards online. You will find links to these under the “Web Links” button. Also, throughout this lecture, you will find web links.     This chapter begins by posing the question, "What should I teach?"  That's a very important question because it can have many different responses!  So, how do we know what to teach?  How do we have all children, across the country, regardless of gender or economic status, to have access to the same information? Standards: statements of what students should know and be able to do; help answer questions about what to teach children and about what they should learn. What are local, state, and national standards? · • Local: Refers to the immediate community, your school district. · • State: Refers to the state’s standards. · • National: Refers to the standards that are expected of all schools across the country. They are designed to be applicable to all children, regardless of individual state or local standards. Today, we are moving towards standards-based education (SBE), focusing on basing the curriculum (all of the experiences children have while in school), teaching, and testing on local, state and national standards.  Specifically, states are moving towards using the Common Core Standards. Foundations of the Standards Movement Education reform is not new; three federal initiatives played a large role in popularizing our need for standards-based education: The Reagan Administration’s 1983 report, A Nation At Risk, was the first document that called for such reform. I would like you to familiarize yourself with this document. You will not be tested on it, but it will give you an idea of its historical importance. Please read the sections entitled (click on) A Nation at Risk,Findings and Recommendationshttp://www.ed.gov/pubs/NatAtRisk/index.html Goals 2000 was an act designed to ensure that all students reached high levels of achievement.For a summary of Goals 2000, please visit http://www.ncrel.org/sdrs/areas/issues/envrnmnt/stw/sw0goals.htm No Child Left Behind (NCLB) was the former federal law affecting education from kindergarten through high school. NCLB emphasizes state and district accountability, mandates state standards for what children should know and be able to do, puts in place a comprehensive program of testing in grades three to twelve, and encourages schools to use teaching methods that have demonstrated their ability to help children learn. Table 5.1 discusses some pros and cons of NCLB.  I am sure you've heard of NCLB; most teachers, as your text states, "love to hate" it!  In particular, due to NCLB, the rise in standardized testing occurred and this, as many educators w.

1. Chapters 5 & 6
Week 3 Lecture Notes
Chapter 5 – Teaching, Standards, and You
If we were in a traditional classroom setting, I would bring in
state and national standards to give everyone an idea of what is
meant by the word, “ standards.” But, since this class is online,
I would like all of you to review National and State standards
online. You will find links to these under the “Web Links”
button. Also, throughout this lecture, you will find web links.
This chapter begins by posing the question, "What should I
teach?" That's a very important question because it can have
many different responses! So, how do we know what to teach?
How do we have all children, across the country, regardless of
gender or economic status, to have access to the same
information?
Standards: statements of what students should know and be able
to do; help answer questions about what to teach children and
about what they should learn.
What are local, state, and national standards?
· • Local: Refers to the immediate community, your school
district.
· • State: Refers to the state’s standards.
· • National: Refers to the standards that are expected of all
schools across the country. They are designed to be applicable
to all children, regardless of individual state or local standards.
Today, we are moving towards standards-based
education (SBE), focusing on basing the curriculum (all of the
experiences children have while in school), teaching, and
testing on local, state and national standards. Specifically,
states are moving towards using the Common Core Standards.
Foundations of the Standards Movement
Education reform is not new; three federal initiatives played a
large role in popularizing our need for standards-based
education:

2. The Reagan Administration’s 1983 report, A Nation At Risk,
was the first document that called for such reform. I would like
you to familiarize yourself with this document. You will not be
tested on it, but it will give you an idea of its historical
importance. Please read the sections entitled (click on) A
Nation at Risk,Findings and
Recommendationshttp://www.ed.gov/pubs/NatAtRisk/index.htm
l
Goals 2000 was an act designed to ensure that all students
reached high levels of achievement.For a summary of Goals
2000, please visit
http://www.ncrel.org/sdrs/areas/issues/envrnmnt/stw/sw0goals.h
tm
No Child Left Behind (NCLB) was the former federal law
affecting education from kindergarten through high
school. NCLB emphasizes state and district accountability,
mandates state standards for what children should know and be
able to do, puts in place a comprehensive program of testing in
grades three to twelve, and encourages schools to use teaching
methods that have demonstrated their ability to help children
learn. Table 5.1 discusses some pros and cons of NCLB. I am
sure you've heard of NCLB; most teachers, as your text states,
"love to hate" it! In particular, due to NCLB, the rise in
standardized testing occurred and this, as many educators will
tell you, is not an ideal teaching practice.
I find that many people are confused by the title "No Child
Left Behind" and think this means grade retention no longer
exists (students repeating a grade). The title does not mean this
at all; please carefully read this section of your text.
Our text does not include President Obama’s education reform
plan. This is called “Race to the Top.” If you would like more
information on this topic, please refer to
http://www.whitehouse.gov/the-press-office/fact-sheet-race-top
Standards are important for 4 main reasons:
1. Standards enable you to know what a district expects of its
children and teachers. In this regard, they bring CLARITY AND

3. FOCUS to curriculum and teaching.
2. By knowing what your district expects, you will be able to
INTEGRATE CONCEPTS, ideas and skills into your teaching.
This is where the idea of curriculum alignment fits in.
3. Standards IDENTIFY WHAT CHILDREN SHOULD KNOW
and be able to do.
4. Standards serve as one means by which states and local
programs can be ACCOUNTABLE for teaching and learning.
Common Core State Standards (CCSS)
Common Core is on the rise! These standards serve to do
exactly what is stated: they are to be "common" for all, across
states. Ideally, this is to enable all students in the U.S. to have
more common abilities and knowledge. Your text discusses the
U.S. being behind other states when it comes to testing, and
although that's true, don't let it fool you either! There are many
reasons as to why this is, not simply because our curriculum is
not "good enough."
The goal of Common Core is to prepare students for college.
Therefore, the focus of these standards is on English and
mathematics and, think of them as a continuum in which
children are to master skills and learn information... then, build
upon those the next year. Regardless of what you read on social
media, it is not a "form" of teaching (so no, there is no such
thing as "Common Core Math"), but rather details goals that
children must achieve.
Issues Surrounding Standards
Of course, this system is not flawless and has led to some
important issues! One of the most well-known is the idea of
“teaching to the test.” This means that teachers are teaching
exactly what their students need to know, therefore, leaving no
room for anything “creative.” Also, standards may not be for all
children. Especially the idea that all children will be able to
know x,y, & z by a certain age when, in fact, we know that all
children develop at different rates.
That being said, there are also positive outcomes of CCSS…

4. · Support of intentional teaching (teachers are developing
lesson plans)
· Enables teachers, students, and families to have shared goals.
· Helps states assess the effectiveness of schools
The CCSS Mission Statement consists of the idea that all
students should be prepared to enter college and/or work with
the same knowledge. Remember: a "standard" means that it is
achievable for everyone; so, yes, it is the same expectation for
all children across the country. The goal here is that every
child in every state, regardless of socioeconomic status and
culture, should have the same knowledge.
Please review the MA standards (these resources are provided
within this week's Resources folder)
Chapter 6: Observing and Assessing Young Children
"As an early childhood professional, assessment will influence
your professional life and will be a vital part of your
professional practice."
Assessment is a continuous, on-going process. You should use
assessment practices to, not only understand what children can
do, but also to make all your decisions in the classroom. This
involves multiple steps of data collection.
Figure 6.1 is a good reference for you; this details the puproses
of assessment.
There are a number of principles that should guide your policies
and principles of assessment. Above all, assessment should
always be Developmentally Appropriate!
What is developmentally appropriate assessment? That really
depends on each child, individually (remember: that's part of
what Developmentally Appropriate Practice is!). As we've
discussed, all children are different; therefore, what is
appropriate assessment for one child, may not be appropriate
assessment for another (and this is where standardized tests
become concerning!)
Selecting Developmentally Appropriate Assessment Practices is

5. important. Specifically, notice that the text states that
assessment "is conducted in natural, authentic situations." You
want to observe and assess children during their typical,
everyday activities. Remember that assessment should be
purposeful.
Reporting to and communicating with parents and families is
something that takes practice. Often times, teachers can feel
anxious about talking with the parents. Remember: it's always
important to be honest and not sugar-coat anything! You also
want to communicate with parents in a way that they will
understand; this means that you want to avoid the use of jargon
or specific phrases that only those in education would
understand. Finally, provide the parents with ideas and
information that will help them assist their children with the
learning process.
Observation: the intentional, systematic act of looking at the
behavior or a child or children in a particular setting, program,
or situation; sometimes referred to as "kid-watching."
Observations should be done with purpose. The purposes listed
on pages 169 & 170 provide good information for you as to
what you should be looking for when you observe young
children.
There are four steps for conducting an observation:
1. Plan for observation
2. Conduct the observation
3. Interpret the data
4. Implement a plan
Types of Assessment
Authentic Assessment is very important! Take a look at Figure
6.3; notice that this type of assessment is the evaluation of
children's actual learning. With this type of assessment,
children are expected to demonstrate what they know and are
able to do; it has more purpose and meaning to their lives.
Traditional Assessment is the category that the typical
standardized test would fall.
Formal Assessments include the traditional assessment, but also

6. includes screenings. Screenings assist teachers in
understanding what children know and are able do do; it
indicates a child's abilities. These are often used upon entrance
into kindergarten.
Informal Assessments are assessments of students' learning,
behavior, and development through means other than
standardized tests. Observations, anecdotal records, and event
sampling are examples of these.
Portfolios are a form of informal assessment. These are very
often used within the early childhood classroom.
Fundamentals of Early Childhood Education
8th Edition
George S. Morrison
Copyright © 2017, 2014, 2011 by Pearson Education, Inc. All
Rights Reserved
Chapter 6
Observing and Assessing Young Children
Developed by:
Kevin M. Dartt
Walden University
Joyce E. Myers
University of Texas Arlington
Publisher to insert
cover image here

7. Fundamentals of Early Childhood Education, 8e
George S. Morrison
Copyright © 2017, 2014, 2011 by Pearson Education, Inc.
All Rights Reserved
Learning OutcomesDescribe what assessment involves and why
it is important for you to know how to assess children
Identify the types and methods of assessment that teachers most
commonly use
Describe the importance of observation in early childhood
education.
6-2
*
Fundamentals of Early Childhood Education, 8e
George S. Morrison
Copyright © 2017, 2014, 2011 by Pearson Education, Inc.
All Rights Reserved
Learning OutcomesIdentify the contexts that influence the use
of assessments.
Discuss specific considerations when assessing children with
disabilities.
Explain some of the current issues associated with assessment.
6-3
Fundamentals of Early Childhood Education, 8e

8. George S. Morrison
Copyright © 2017, 2014, 2011 by Pearson Education, Inc.
All Rights Reserved
What Is Assessment?
Assessment is a process of collecting information about
Development
Learning
Behavior
Academic progress
Need for special services
Attainment of grade level goals
In order to
Plan and implement curriculum and instruction
6-4
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George S. Morrison
Copyright © 2017, 2014, 2011 by Pearson Education, Inc.
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Purposes of Assessment
Identify what children know
Identify special needs
Determine appropriate placement
Make lesson and activity plans
Select materials
6-5
Fundamentals of Early Childhood Education, 8e
George S. Morrison
Copyright © 2017, 2014, 2011 by Pearson Education, Inc.
All Rights Reserved

9. Purposes of Assessment
Make decisions about how to implement learning activities
Communicate with parents about developmental status and
achievement
Referral for children and families for additional services
Make policy decisions about what is or is not appropriate for
children
6-6
Fundamentals of Early Childhood Education, 8e
George S. Morrison
Copyright © 2017, 2014, 2011 by Pearson Education, Inc.
All Rights Reserved
Authentic Assessment Characteristics
Assessed based on Actual work Actual curriculum
information Each individual child Part of learning
process Whole child Involves collaborative, copperative
work with parents Year long process Variety of
assessment tools
6-7
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George S. Morrison
Copyright © 2017, 2014, 2011 by Pearson Education, Inc.
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Formal vs. Informal AssessmentFormal assessmentUse of
standardized testsCompares child’s score with a group of
children who have already taken the same examPaper exams
Informal assessment
Observation

10. Anecdotal record
Running record
Event sampling
Time sampling
Rating scale
Checklist
Work sample
Portfolio
Interview
6-8
Fundamentals of Early Childhood Education, 8e
George S. Morrison
Copyright © 2017, 2014, 2011 by Pearson Education, Inc.
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Purposes of Observation
Determine the cognitive, linguistic, social, emotional, and
physical development of children
Identify interests and learning styles
Plan
Meet the needs of individual children
Determine progress
Provide information to parents
Provide self-insight
6-9
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Four Steps for Effective ObservationStep 1—Plan for
observationSet goalsStep 2—Conduct the observationRecord

11. data as you observeStep 3—Interpret the dataStep 4—Implement
a plan
6-10
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Developmentally Appropriate AssessmentEthical principles
guide assessment practices Assessment instruments are used for
their intended purposes Assessments are appropriate for ages
and other characteristics of children being assessed.
6-11
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Developmentally Appropriate AssessmentAssessment
instruments are developmentally and educationally significant
Assessment evidence is used to understand and improve
learning Assessment conducted in realistic settings and
situationsMultiple sources of evidence gathered over time
6-12
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Copyright © 2017, 2014, 2011 by Pearson Education, Inc.
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Inclusive Classroom AssessmentsAdministered in child’s native

12. languageValidated for purpose being usedAdministered by
trained personnelUse as only one source for eligibility for
special educationProvide information for students’ educational
needs, not simply intelligence
6-13
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Copyright © 2017, 2014, 2011 by Pearson Education, Inc.
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Issues in Assessment
Assessment and accountability
For school and teachers
Role in reform of education
Performance-based pay
High-stakes testing
Standardized tests are used to make important decisions about
children
Generally opposed by the early childhood profession
6-14
Fundamentals of Early Childhood Education
8th Edition
George S. Morrison
Copyright © 2017, 2014, 2011 by Pearson Education, Inc. All
Rights Reserved
Chapter 5
Teaching, Standards, and You
Developed by:
Kevin M. Dartt

13. Walden University
Joyce E. Myers
University of Texas Arlington
Publisher to insert
cover image here
*
Fundamentals of Early Childhood Education, 8e
George S. Morrison
Copyright © 2017, 2014, 2011 by Pearson Education, Inc.
All Rights Reserved
Learning Outcomes
Identify the foundations of the standards movement.
Describe the following standards:Common Core State Standards
(CCSS)Next Generation Science Standards
(NGSS)Infant/toddler and preschool standards
5-2
Fundamentals of Early Childhood Education, 8e
George S. Morrison
Copyright © 2017, 2014, 2011 by Pearson Education, Inc.

14. All Rights Reserved
Learning Outcomes
Describe why standards are important.
Describe how the standards are changing teaching and learning.
Identify how the standards and curriculum materials are related.
List issues associated with standards.
5-3
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Copyright © 2017, 2014, 2011 by Pearson Education, Inc.
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No Child Left Behind
Accountability for resultsFlexibility and local control of
schoolsTeaching methods based on scientific researchExpanded
options for parentsHighly qualified teachers
5-4
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No Child Left BehindPros and cons of NCLB
Future of NCLB
Waiver Plans and Flexibility

15. 5-5
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Common Core State Standards
Launched by
National Governor’s Association (NGA)
Chief Council of State School Officers (CCSSO)
National benchmarks in math and English created to have
uniformity no matter where students attend public schools
5-6
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Copyright © 2017, 2014, 2011 by Pearson Education, Inc.
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Common Core State Standards
Are aligned with college and work expectations
Are clear, understandable, and consistent
Include rigorous content and application of knowledge through
higher-order skills
5-7
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Common Core State Standards
Build upon strengths and lessons of current state standards
Are informed by other top-performing countries
Are evidence based
5-8
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Continuum of StandardsInfant/toddler standards
Preschool standards
K-12 standards
5-9
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Infant/Toddler Standards
Intention of the standards is to describe the expectations of
what infants and toddlers should know and be able to do during
this age range
Name and guidelines vary from state to state
5-10

17. Fundamentals of Early Childhood Education, 8e
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Preschool StandardsStatements of what preschoolers should
know and be able to do
State departments of education are determining curriculum
Preschool is becoming more focused on academics
5-11
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Why Are State Standards Important?
Identify what children should know
Provide a basis for reform and accountability
Allow federal and state control of education
Meet the educational needs of low achieving students
5-12
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Why Are State Standards Important?Integrate use of technology
Provide clarity and focus

18. Integrate concepts
Provide accountability
5.13
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George S. Morrison
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How are Standard Changing
Teaching and Learning
Teacher roles changed from input to output model
Curriculum alignment matches curriculum to standards and tests
that measure student achievement
Data-driven instruction
Teaching decisions are based on the analysis of assessment data
5-14
Fundamentals of Early Childhood Education, 8e
George S. Morrison
Copyright © 2017, 2014, 2011 by Pearson Education, Inc.
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How are Standard Changing
Teaching and Learning
Intentional teachingTeaching with knowledge and purpose to
ensure student success
Expectations of what teachers should teach
5-15

19. Fundamentals of Early Childhood Education, 8e
George S. Morrison
Copyright © 2017, 2014, 2011 by Pearson Education, Inc.
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Issues Associated with Standards
Achievement
Critics say there is too much focus on academics rather than
teaching to the whole child
Play
Critics assert that a traditional back-to-the basics approach is at
the expense of play-based and child-centered curriculum.
5-16
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George S. Morrison
Copyright © 2017, 2014, 2011 by Pearson Education, Inc.
All Rights Reserved
Issues Associated with Standards
Curriculum
Many believe standards narrow the curriculum and force
“teaching to the test”
Standards and Testing
Critics believe standards led to an overemphasis on assessment
and testing
5-17
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George S. Morrison

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Teaching and Learning in the
Inclusive Classroom
Support English language learner students with these strategies:
Label classroom objects in multiple languages
Post class rules in English and in other languages
Keep schedules and routines consistent
Have ELL children (and children with learning or language
differences) sit in areas that provide adequate visual and tactile
access to information
5-18
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Teaching and Learning in the
Inclusive Classroom
Color-code materials to reinforce word meaning, purpose, and
categorization
Keep an open dialogue about different cultures, languages, and
countries
Encourage diversity and acceptance of individual differences
Allow ELL students time to use and develop their native
languages.
5-19