Summary
Wiggins and McTighe (pp3-18) outline the guide on unpacking standards. This particular reading recognizes standards as goal statements that tutors ought to analyze and understand due to their possibility of being ambiguous, being too broad or too narrow, and their ability to reflect different types of goals. Wiggins and McTighe (2012) outline the various reasons for unpacking standards. One such reason is the fact that standards are opaque and complex. Secondly, standards ought to be unpacked because they are written in a hierarchical outline form, which is also believed to be a misconception.
Moreover, standards address different learning goals. The reading outlines the tips for unpacking standards and turning them into sound instruction and assessment for the curriculum. These tips include focusing on all essential verbs which address student performances, identifying regular nouns that identify significant ideas, analyzing necessary adverbs and adjectives to derive rubrics, identifying long-term transfer goals, and looking at the standards in the form of long-term objectives (Wiggins & McTighe, 2012). Wiggins and McTighe also addresses the level of evidence of assessment and instruction necessary to address standards. Standards are met by the results seen in students.
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The SMART Goals reading recommends that goals should comprise critical elements that include specific, measurability, and attainability. Relevance and timeliness (SMART). These features can be applied in the context of teaching. Specific means that goals should seek to address a particular area. Measurable infers that the goals should incorporate evidence of goal accomplishment. Attainable concludes that goals should be within reach and achievable. Relevant means that goals should measure outcomes that are relevant to the subject. This reading also outlines guiding questionnaires to the creation of SMART goals.
Comparison
The lesson plan, Suffrage Strategies: Voices for Votes, is divided into preparation, procedure, and evaluation is a plan for a one-week series of classes on the topic, suffrage strategies. The lesson plan is focused on objectives that seem to follow the SMART format of goal setting. The overall lesson objectives are specific to examining primary source documents on the history of women's suffrage rights. The goals are also attainable and timely since the lesson sets the time required at one week. The timeliness of achieving the goals is also evident because each class activity throughout the week is timed. Additionally, the goals are very relevant, just like outlined in the SMART reading.
Contrast
The contrast between the lesson plan and the readings lies in the fact that the lesson plan does not fully comply with the SMART goals. The plan fails to identify the element of measurability in the lesson objectives. The lesson also differs from the provisions of Wiggins and McTighe, which emphasize on analysis of standards of learning and unlocking them. It is not entirely clear whether the plan follows the achievement of specific standards. Therefore, one cannot say that it follows the procedures of unlocking standards. Even though it is specific on evaluation by following a lesson rubric, it is not guided by specific standards.
Reference
Wiggins, G., & McTighe, J. (2012). Understanding by Design Guide to Advanced Concepts in Creating and Reviewing Units . Association for Supervision and Curriculum Development.
