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Model One: Identifying the main focus of a learning standard
One way to determine the main focus of a learning standard is to align it with
one of the three brain networks. Standards that ask students to identify “who,
what, when, and where” prioritize the learning of information or content,
the domain of recognition networks. Standards that ask students to learn “how”
to do something emphasize skills and strategies, the province of strategic networks.
Standards that focus on enjoyment or engagement are in the realm of affective
networks. Of course all learning involves the whole brain, and some learning
goals bridge multiple networks. But most do focus primarily on one kind of learning.
This chart shows matches the central focus of learning standards from various
subject areas with each of the three brain networks (S
= Standard: B = Benchmark):
|
Information/content
|
Skill/Strategies
|
Enjoyment/Engagement
|
|
| English | S:
Students explore the history, structure, and diversity of the English language B: Recognize independent and subordinate clauses |
S:
Students write clear and coherent sentences and paragraphs that develop
a central idea. B: Edit and revise drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text. |
S:
Students respond aesthetically to fiction, nonfiction, poetry, and drama.
B: Respond to a work of literature by applying the information to personal life. |
| Math | S:
Students recognize rational numbers in a variety of equivalent forms. B: Identify factors and multiples including common factors and common multiples. |
S:
Students apply concepts from geometry. B: Use transformations such as slides, flips, and rotations. |
S:
Students appreciate how mathematics is used as communication. B: Express mathematical ideas in journals or portfolios. |
| Science | S:
Students know that complex interactions occur between matter and energy.
B: Describe interactions among solar, weather, and ocean systems |
S:
Students compare the effects of populations on ecosystems B: Investigate the processes by which sunlight is converted to food |
S:
Students enjoy, appreciate, and use science, just as they enjoy, appreciate,
and use music, art, and literature B: Conduct inquiry in area of personal interest in science curriculum. |
| Social Studies | S:
Students understand ethnic and/or cultural celebrations of the United States
and other nations B: Explain the significance of selected ethnic and/or cultural celebrations the United States and other nations |
S:
Students use maps, globes, graphs, charts, models, and databases to answer
geographic questions. B: Create thematic maps, graphs, charts, models, and databases depicting various aspects of world regions and countries |
S:
Students understand the importance of the expression of different points
of view in a democratic society. B: Express and defend a point of view on an issue of contemporary interest in the United States. |