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If You Don't Know Where You're Going, You're Likely Not to Get There

Happy Friday,


For some reason, even if you ask teachers and administrators (both of whom should know the difference), people often confuse the terms "curriculum" and "instruction." When you add in the terms "standards" and "assessments," these already muddied waters become even murkier. So, is there a difference between these things and, if so, what is it? Does it really matter? The short answer is YES!!!! There is a difference and YES it really does matter!


As I describe in my book Engagement is Not a Unicorn (due out Fall 2020) it can be

confusing to understand the differences between standards, curriculum, instruction, and assessment. Each of these are described below using a metaphor of traveling from New York to Los Angeles. That is, if the standards are the destination (let’s say Los Angeles), the

curriculum is the vehicle (car, boat, bus, plane, etc. used to arrive at the destination). The instruction is the approach or route used to get to Los Angeles—I chose the scenic route, you chose a shortcut. Finally, in this metaphor, the assessment is the GPS that tells us if we actually arrived in Los Angeles, if we broke down along the way, or we made even better time, got past our destination, and are in the Pacific Ocean on our way to Hawaii.


  • Standards: Standards are the expectations for what students should know and be able to do at each grade level. The standards answer the question, “What is the destination for the intended learning?”


  • Curriculum: Curriculum is the content that gives students access to the standards. According to Robert Marzano[i], it should be both:

  • Guaranteed (i.e., all students, regardless of their teacher or school will have access to the same content, knowledge, and skills across the district).

  • Viable (i.e., the curriculum is realistic in scope and has made careful decisions to narrow the universe of knowledge into developmentally appropriate and challenging learning targets for the students in the district). [1--see note at the bottom of this post]

  • Ultimately, the curriculum is the common and reasonable plan used to teach students the learning goals embodied in the standards and prepares students for success for the next grade level. The curriculum answers the question, “What is/are the best vehicle(s) for all students to arrive at the destination?”

  • Instruction: Instruction is the approach (route) a teacher uses to ensure that all students learn the content. Instruction is fluid and changes depending on the teacher’s abilities and the students’ needs. Instruction is a variable in the learning “equation” since how a teacher chooses to teach the content is highly dependent on the students, the resources, and the teacher’s own knowledge of the content and pedagogy. This explains why two teachers can tackle the same curriculum differently. The instruction answers the question, “What are the best approaches I can use to ensure all students arrive at the destination?”


  • Assessment: Assessment is the measure of what students have learned. This is fundamentally different from what teachers have taught because students may not demonstrate learning of taught material and this explains why not all students answer all questions correctly all of the time. Assessment is able to identify what students know as well as identifying if the curriculum and/or instruction are meeting the needs of our students or require revision. The assessment answers the question, “Where are the students in relation to where they are supposed to be?”


My desire in sharing this analogy is to get us on the same page. I hope this helps to do that. Now that we're there, let's talk about my tweet on June 3, 2020:



Standards (not curriculum, instruction, nor assessments) are the destination we want all students to reach and all teachers to aim for. However, we know that due to COVID-19 many teachers were told to "suspend new learning"and/or their instruction was impacted because students didn't have technology and/or no one knew this was coming and so no one was prepared to teach in this way. Therefore, what we have experienced regarding curriculum is nothing short of an educational "Wild West" where the rules were made up by the local sheriff (at best) or there was anarchy (at worst). Standards exist to create consistency so that we're all heading to the same destination even if we're given the ability to choose the vehicle, route, and/or the GPS. During COVID-19, the original destination was revised--and rightly so. Everyone was trying to manage and cope given the unprecedented circumstances. This is not surprising nor is it cause for condemnation.