Welcome to Algebra 2 Teachers! Since beginning Algebra 1 Teachers and Geometry-Teachers I am asked frequently if there is an Algebra 2 Teachers site. Well, it is finally underway! I am very excited to begin breaking down Common Core Algebra 2. I have been gathering great lessons for a while now. I know that you will love them! The …
“Going Deep” focuses on a common challenge many teachers face: How can teachers encourage students to take the intellectual risks necessary to master rigorous academic content? At a time when teachers nationwide are striving to achieve the increased instructional rigor required under new Common Core standards, it’s a crucial topic.
If a sentence contains the phrases "New York state" and "Common Core," chances are that somewhere between the two is the word "botched." New York and California have taken opposite approaches to implementing the new academic standards, which have been adopted by 45 states but are now the target of a backlash. California's approach bucked the Obama administration's rules, but as it turns out, California was right.
Mel Riddile's insight:
Schools need the time to build robust new teaching methods with all the right supports in place.
Incorporating Bloom's Taxonomy into lesson objectives will enable learners to visualize the ‘bigger picture.’ We can use the cognitive domain of the Taxonomy to realize what exactly we are asking learners to do in class.
As a middle school reading teacher, I constantly find myself thinking, “If my students knew the meaning of more words, they would be better readers.” I am not alone in this sentiment. Many teachers ask themselves and one another, “How can we help our students learn more words, increase their reading volume and improve their comprehension?” There are only 24 hours in a day and students get one to two hours of ELA instruction at best.
I have tried to strike a balance with vocabulary and chip away at my concerns.
"Tennessee has a different plan. Anticipating a drop in scores under Common Core, our state is rolling out another initiative, Response to Instruction and Intervention (RTI²), at the same time to ensure that all kids have the supports they need to successfully transition to Common Core."
The Partnership for Assessment of Readiness for College and Careers (PARCC) is a multi-state consortium working together to develop a common set of K-12 assessments in English and math anchored in what it takes to be ready for college and careers. These new K-12 assessments will build a pathway to college and career readiness by the end of high school, mark students' progress toward this goal beginning in grade 3, and provide teachers with timely information to inform instruction and provide student support. The PARCC assessments will be ready for states to administer during the 2014-15 school year.
PARCC states have committed to building a K-12 assessment system that:
Builds a pathway to college and career readiness for all students,
Creates high-quality assessments that measure the full range of the Common Core State Standards,
Supports educators in the classroom,
Makes better use of technology in assessments, and
Advances accountability at all levels.
Massachusetts has assumed a significant leadership role in the design and development of the PARCC Assessments.
The Salinas Union High School District is one of the few in Monterey County already implementing the Common Core Standards, a new set of goals intended to prepare students for college and career as they move through 12 years of education. Rather than focusing on how much students learn, the Common Core Standards focus on how well they learn it.
All schools in the district are implementing Common Core in math and English, said Dan Burns, associate superintendent of instructional services, although there's still much to do.