We recommend that schools set the expectation and schedule the time for staff to read and discuss the Standards, beginning with the “front matter,” not the grade-level Standards.
We also recommend that staff reading and discussion be guided by an essential question: What are the new distinctions in these Standards and what do they mean for our practice?
Since the Standards are complex texts and demand a “close” reading, we recommend that staff carefully examine the table of contents and the organizational structure; the headers (e.g., Design Considerations; What is Not Covered, etc.), the components (e.g., Anchor Standards and Foundational Skills for ELA; Standards for Mathematical Practice), and the Appendices (ELA).
This summer, Missouri received a waiver from NCLB provisions that removes AYP from a school's report card and does not require districts to offer parents the option to transfer from low-performing Title I schools.
The Council of Chief State School Officers this week released a new set of guidelines that are designed to help states revise, revamp, or rewrite their English-language proficiency standards so that they align with the common core standards in English/language arts and mathematics, as well as the new content standards that are still under development for science.
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:
Backward by Design
SAC (Standards Aligned Classroom), an Illinois initiative
Superintendent of Public Instruction, Patricia I. Wright will present to the State Board of Education the restructured math objectives she is calling "aggressive," as Virginia attempts to close the achievement gap between high and low performing schools and students.
Virginia officials proposed the changes after criticism that expectations were too low in the wake of expected poor results on new, more difficult math tests. On those tests, overall pass rates fell from 87% in the 2010-2011 school year to 68% last year.
Sourcing documents is a key skill within the curriculum for Reading Like A Historian. Discover a way to structure a sourcing lesson for your High School History class.
What does it mean that literacy crosses all subjects? In short, this means that because we don’t read novels the same way we read science labs or the same way we read histories, all of us get to teach the different faces of literacy.
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.
This is a great example of how teachers are integrating writing assignments across the curriculum, helping students practice practice their oral communication skills, and helping students safely publish their work in digital forms online.
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.
Not long ago, a survey of teachers found large numbers sizing up the Common Core State Standards as pretty similar to what they're already teaching. The architect of the survey, William Schmidt of Michigan State University, saw in this a distressing sign that too many teachers don't grasp the depth of the change the standards represent, so they might well resist embracing it (or, he theorized, they simply hadn't read the standards).
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