By Donald F. Moores, David S. Martin
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Extra info for Deaf Learners: Developments in Curriculum and Instruction
National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author. National Council of Teachers of Mathematics.
We in the United States try to have broad curriculum coverage (including the overwhelming lists of content standards that states expect schools to cover in 1 year). Rather than an eﬀective strategy, enormous breadth of coverage leads to less than exemplary outcomes. Instead, depth of coverage for a few key skills would leave students better able to retain information and to apply it to new situations; this approach would reﬂect that taken in some of the countries (such as Japan) with which the United States likes to compare itself in education.
However, several new publications oﬀer educators some assistance in working with standards. These include Linking IEPs to State Learning Standards by Miller and Hoﬀman (2002), Connecting Standards and Assessment Through Literacy by Conley (2005), and Aligning Transition and Standards-Based Education by Kochhar-Bryant and Bassett (2002). These books all provide excellent information on the importance of standards and tips for using each within their diﬀering contexts or subject areas. However, another set of materials focuses on instructional design, beginning with content standards, is Understanding by Design (Wiggins & McTighe, 1998), as well as subsequent works by Wiggins and McTighe.