Standards identify the students’ learning destination, but much more is required to complete the student's education as a whole.
Standards in education are a statement of what students should know (content knowledge) and be able to do (applicable skills) upon completing a course of study. Standards state in clear, concise terms what students are expected to learn.
Standards identify the students’ learning destination, but much more is required to complete the educational journey. As goals for student learning, standards inform the development of curriculum, the implementation of instruction, and assessment for learning.
Just as standards for student learning do not describe in full the students’ learning journey, they also do not alone give meaning to student learning. The big ideas and essential questions of life are developed from many sources. Beyond the classroom, family and significant others in a young person’s life influence the student’s personal beliefs and values. A personal worldview is formed by students when they integrate the knowledge learned at school and from other sources into a coherent understanding of the learner’s world. A worldview also gives the learner a vision for how to use the skills acquired to participate in their community and improve themselves. Ultimately, a meaningful, productive life depends on a student’s core beliefs and values from an emerging worldview equipping them to assess the authenticity and relevance of their learning, and to intelligently utilize the knowledge and skills learned.
In Adventist schools across the North American Division, standards for student learning have been developed and adopted that reflect the Adventist worldview across the subjects, PreK-12. The Adventist worldview accepts the Bible as the standard by which everything else is measured. Four key concepts emerge from a biblical worldview. These can be used as a lens for curriculum development, as well as informing the essential questions and big ideas of any content area. The four components of a biblical worldview are:
➢ Creation—What is God’s intention?
➢ Fall—How has God’s purpose been distorted?
➢ Redemption—How does God help us to respond?
➢ Re-creation—How can we be restored in the image of God?
In addition, as Adventist education standards are developed, educational research, professional subject area organizations, state standards, and Common Core State Standards have been referenced. The resulting standards inform students, parents, teachers, administrators, board members, and others that Adventist education meets or exceeds expectations for student learning, Pre-K–12.
Adventist education, though, has always been about “something better,” something more than meeting baseline expectations for student learning. Adventist standards for student learning facilitate the integral nature of the faith and learning relationship, and address the big ideas and essential questions of life from a biblical perspective. Adventist education continues to add something of eternal value to the curriculum, to instruction, and to assessment that impacts student learning. The Adventist worldview will always serve as the lens through which teaching and learning transpire in the Adventist classroom.
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Teaching Tip: Standards identify the
more is required to complete the students'
education as a whole.
students’ learning destination, but much
The Adventist multigrade curriculum enables learners to develop a life of faith in God, and use their knowledge, skills, and understandings to serve God and humanity.
A well-planned behavior management and organization system is key to creating a classroom conducive to learning, while establishing norms of behavior that help each child feel safe and protected.
Ongoing learning opportunities for teachers, staff, and administrators are provided by professional development products and experiences.
Being a Seventh-day Adventist teaching-principal is an awesome opportunity and responsibility to serve God, change lives, and further the mission of the world church.
Standards are what learners should know (content) and be able to do (skills), and serve as the framework for curriculum development.
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