Standards Based Planning

Program Details

Standards Based Planning
Duration: 10 hours
Prerequisites: Having educational bachelor degree or completed fundamental education qualification programs, and Reflective Practitioner Teacher – training program.
Material: Training Guide, Program Kit, and online resources on Marifah
Level - Track: Advanced Educational Qualification
Target Audience : Teachers (KG, Math, Science, English, and Computer Science).

Short Description

What do we want students to learn and perform? How can we make sure they learn? What can we do if they are or are not learning? Education is a target-oriented, conscious and organized process that requires deliberation, analysis of educational standards and outcomes, determination of education evidence and methods, and ensuring the students learn and perform as required. This can be understood by means of student-focused planning.

This program introduces trainees to the knowledge and skills for standardized educational planning based on deliberation, backward and comprehension-based planning principles. Trainees will work in homogeneous groups based on their specialty, and plan based on their students’ grades using Common Core State Standards (CCSS), and New Generation Science Standards (NGSS) as examples for current standards used by many international schools.

Big Ideas

The educational standards are about “what to learn”; the curriculum is about “how to learn.”
The educational standards highlight what students should master for college and workplace preparation.
Unpacking’ the standards is the first step to get students ready for college and career.
Creating standard-based units will enhance planning and teaching.
Collaboration with colleagues is necessary for professional development.
Creating learning experiences is important for reaching the desired outcome.

Essential Questions

How can we work with educational standards in the most effective way?
What do educational standards mean for practice?
What is the relation between educational standards and the curriculum?
What is the difference between traditional instructional planning and standard-based planning?
What are the assessment task and the scoring criteria that will evaluate the summative/end of unit assessment?


Unit Outcomes
  • • Describe the overall vision of educational standards.  
  • • Explain the focus of educational standards.
  • • Explain how the anchor standards complement grade specific standards.
  • • Identify the shifts in educational standards relevant to different subjects.
  • • Describe educational standards relevant to different subjects and grade levels.
  • • Describe the academic expectations set by educational standards relevant to different subjects and grade levels.
  • • Explain the rationale of a standards-based unit of study.
  • • Explain the components of a standards-based unit of study.
  • • Select the target standards to focus on.
  • • Define the essential questions in a learning unit.
  • • Develop a suitable formative and summative assessment in learning.
  • • Define the characteristics of effective learning experiences
  • • Explain the importance of the order/ sequence of the learning experiences.
  • • Describe how to select varied and useful resources.
  • • Explain the importance of collaboration with colleagues.
  • • Explain the importance of giving and responding to colleagues’ feedback.
  • • Set academic expectations for each lesson.
  • • Design a lesson assassment tasks in alignement with the unit tasks.
  • • Create instructional activities to achieve targeted grade expectations.
  • • Select resources that fill the curriculum gaps.
  • • Create the closure for every lesson.


No Assessment Component Weight
1 Attendance and Participation Participation 5
Attendance 5
2 Formative Assessment Self-regulated -assessment KWL-Q 5
Vocabulary Tool pre and post 5
Trainer Assessment Assessment task 1. Unit planning. 15
Assessment task 2: peer review of unit planning. 15
3 Summative Assessment Summative Assessment task 3: Creating 3 lesson plans based on planning rubrics. 15
Exit Task 5
Portfolio 10
Final exam 20
Program Total 100

Time Distribution

No Item Time (Min)
1 KWL-Q 15
2 Pre - Vocabulary Tool 15
3 Terminology 10
4 Activity (1.1): The educational standards 30
5 Activity (1.2): The educational standards overall goal part 1 20
6 Activity (1.3): The educational standards overall goal part 2 20
7 Activity (1.4): Examine the educational standards 60
8 Activity (1.5): The educational standards Gallery 50
9 Activity (1.6): Grade specific standards- the staircase Self-learning
10 Activity (1.7): Studying the educational standards reflection Self-learning
11 Assessment task 10
12 Activity (2.1): The educational standards review & chart reading Self-learning
13 Activity (2.2): Teaching the educational standards get started! 50
14 Activity (2.3): Curriculum- jeopardy 30
15 Activity (2.4): Standards & curriculum/ create an analogy 30
16 Activity (2.5): From standards to curriculum- the five steps 30
17 Activity (2.6): Unpacking the educational standards - let’s try 30
18 Activity (2.7): Unpacking educational standards - your turn! 30
19 Activity (2.8): The educational standards, curriculum and unpacking- reflection Self-learning
20 Assessment task Planning a standards-based unit 10
21 Activity (3.1): Standards-based units of study- introduction 30
22 Activity (3.2): Traditional planning vs. Standards-based planning 30
23 Activity (3.3): Plan your unit 60
24 Activity (3.4): Plan your unit – reflection Self-learning
25 Activity (4.1): Unit planning- peer review Self-learning
26 Activity (4.2): Unit planning- responding to feedback Self-learning
27 Activity (4.3): Lesson planning- create individual lessons Self-learning
28 Assessment task 10
29 Post - Vocabulary Tool 10
30 Exit Task 20
Total 10 Hours

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