Common Core State Standards for School Leaders
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Vocabulary: Crucial to Common-Core Success, New Research Says

Vocabulary: Crucial to Common-Core Success, New Research Says | Common Core State Standards for School Leaders | Scoop.it
From blogs.edweek.org - February 12, 3:30 PM

In all the hubbub about the balance of fiction and nonfiction in the common core, you might well have been hearing less lately about its other expectations. One of those is a renewed focus on the teaching of vocabulary, especially academic vocabulary.


Huge Achievement Gaps


"There is too little teaching of vocabulary in general, and that children in higher-poverty schools tend to get even less of it than those in lower-poverty schools. When you combine that with the recognition that children in higher-poverty schools typically learn fewer words at home, as well, it's easy to see huge gaps taking shape."



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Project Based Learning – in an English Classroom

Project Based Learning – in an English Classroom | Common Core State Standards for School Leaders | Scoop.it
From jennyluca.com - October 3, 2012 10:58 AM
I’ve been reading about Project Based Learning for some time now, and struggled trying to find a way to integrate this kind of pedagogy into my regular classroom practice. I think I do a fair...
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Studies Find Payoff in 'Personalizing' Algebra

Studies Find Payoff in 'Personalizing' Algebra | Common Core State Standards for School Leaders | Scoop.it
From www.edweek.org - September 29, 2012 2:06 PM
An ongoing series of studies shows students do better when word problems are tailored to their interests.

The studies, which were discussed at a recent meeting here at Carnegie Mellon University, highlight one way to boost learning in algebraic expression, a concept considered critical in the Common Core State Standards but which educators say is perennially challenging to students. The study found that personalized math problems not only made it easier for students to understand what was being asked, but also helped boost the confidence of students who may have been intimidated by the subject.
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Transfer for Learning: 8 Instructional Keys

Transfer for Learning: 8 Instructional Keys | Common Core State Standards for School Leaders | Scoop.it
From sites.nationalacademies.org - September 26, 2012 10:33 AM

from Education for Life and Work...


To design instruction for transfer:

  1. Begin with clearly-defined learning goals and a model of how learning is expected to develop.
  2. Use assessments to measure and support progress toward goals.
  3. Provide multiple, varied representations of concepts and tasks.
  4. Encourage questioning and discussion.
  5. Engage learners in challenging tasks, with support and guidance.
  6. Teach with carefully selected sets of examples and cases.
  7. Prime student motivation.
  8. Use formative assessment to provide feedback.
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Backmapping: Keeping the Art in Teaching | #CommonCore Standards Strategy

From www.youtube.com - September 24, 2012 2:04 PM
National Louis University's Patrick Schwarz, Ph.D., professor in the National College of Education, describes how teachers can use backmapping to both meet C...
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Scaffolding Text Complexity for At-Risk Readers

Scaffolding Text Complexity for At-Risk Readers | Common Core State Standards for School Leaders | Scoop.it
From communities.ohiorc.org - September 23, 2012 8:13 AM

A DISTRICT PERSPECTIVE: SCAFFOLDING TEXT COMPLEXITY FOR AT-RISK READERS
by Tara Boyer


Perhaps the increased rigor of the common core will help us to eradicate the gap between those students who are reading at grade level and those who are not.


Even so, the process will not be immediate.


And while I support the common core, I also realize that not all students will be able to read independently at the lowest level of the text bands without scaffolding, let alone at the high end of the text bands.

Ted Caron's comment, September 25, 2012 11:14 PM
The second "scaffolding" section presents a list of helpful interventions for at-risk readers. Having said this, it's unclear, at least at this point, the extent to which such interventions (e.g. providing a summary or vocabulary in advance of a reading) undermine the value of reading a complex text in the first place. Of all the interventions, small group or one-to-one instruction--complete with interactive or divided notes and a list of prepared and VERY text-specific questions--may be the most effective and appropriate intervention of all, provided that we have the resources and time to give.
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How do students feel about rigor and challenging work?

How do students feel about rigor and challenging work? | Common Core State Standards for School Leaders | Scoop.it
From rigorineducation.blogspot.fr - September 30, 2012 3:11 PM

Rigor is NOT a Four-Letter Word:

By Barbara Blackburn


Too often, we promote rigor as work that is only for advanced students, or work that is more (doubling the amount of homework) or harder (you already can’t do it, so here’s something that is even harder). That is NOT rigor.

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Target Practice on the Common Core Range

Target Practice on the Common Core Range | Common Core State Standards for School Leaders | Scoop.it
From dconrad3.wordpress.com - September 28, 2012 11:18 AM

Instructional design is aimed at “intentional” learning as opposed to “incidental” learning. This implies that target goals and desired learning outcomes guide the design and selection of learning activities. Meaningful learning outcomes are a starting and ending point…because it is against accomplishment of the objectives that the effectiveness of the design is measured. (Gagne, R. M., Wager, W.W., Golas, K.C., Keller, J. M., 2005).


I am convinced that the Common Core Standards can ladder up student achievement and school success in the most struggling of districts


The Instructional Goals are the focus of lesson design.


...are not so different from the design of two approaches I have used in the past:

  1. Backward by Design
  2. SAC (Standards Aligned Classroom), an Illinois initiative


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Deeper Learning

Deeper Learning | Common Core State Standards for School Leaders | Scoop.it
From sites.nationalacademies.org - September 26, 2012 10:26 AM
  1. Deeper learning is the process of learning for transfer. It enables an individual to take what was learned in one situation and apply it to new situations.
  2. The product of deeper learning is transferable knowledge, including content knowledge in a subject area and procedural knowledge of how, why, and when to apply this knowledge to answer questions and solve problems in the subject area.
  3. We refer to this transferable knowledge as “21st century competencies” to reflect that both skills and knowledge are included.
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Understanding By Design (UBD) and Performance Tasks

From www.youtube.com - September 24, 2012 12:46 PM
What is UBD? What is a Performance Task?
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Rethinking the Learning Experience: Part II

Rethinking the Learning Experience: Part II | Common Core State Standards for School Leaders | Scoop.it
From www.huffingtonpost.com - June 19, 2012 10:45 PM
The enthusiasm with which states and districts have taken to the Common Core is certainly heartening, but it still remains to be seen what implementation of the standards will look like within the classroom.
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