| A | B |
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| Curriculum | A student’s courses, activities and experiences that prepares him/her for life and for earning a living. |
| Goals | Translations of aims into a statement that will describe what schools/institutions are expected to accomplish (usually cutting across subject areas and tending to be non-behavioral); usually written by professional associations, state agencies, and districts. |
| Objectives | Descriptions of events to take place at the classroom level that state content and proficiency. Objectives can be written at the program, course, unit or lesson plan level. |
| Standards | Statements of expectation (including benchmarks) for demonstrating knowledge or performance of tasks. |
| Contextual learning | A form of learning that occurs when students (learners) process new information or knowledge in such a way that it makes sense to them in their own frames of reference (their own inner worlds of memory, experience, and response). |
| Taxonomic approach to unit development | An approach that looks at learning from cognitive processes, attitudinal beliefs and values, and psychomotor skills. |
| Thematic approach to unit development | An approach in which units are based on topics. Objectives introduce the lesson, and it is the topics that serve as a basis for outlining the unit. |
| Backward design | A three-stage process that includes identifying your desired results, determining acceptable evidence of student understanding and proficiencies, and planning learning experiences and instruction that address the desired results. |
