Jay McTighe and I have written a white paper on implementation of the Common Core Standards entitled From Common Core to Curriculum: 5 Big Ideas
Here are the 5 big ideas and an excerpt:
Big Idea # 1 – The Common Core Standards have new emphases and require a careful reading. Big Idea # 2 – Standards are not curriculum. Big Idea # 3 – Standards need to be “unpacked.” Big Idea # 4 – A coherent curriculum is mapped backwards from desired performances. Big Idea #5 – The Standards come to life through the assessments.
Eighth Grade Algebra seems to be the elephant in the room with Common Core State Standards and there has not been a real clear way on how to handle this. I have spoken with district and state curriculum directors and they are still waiting to decide exactly how to ensure the option is there and that they meet common core standards and assessments.
The problem: 8th grade algebra has long been the standard for students going to college. It puts them on track to complete pre-calculus or AP calculus in their senior year maximizing their college transcript. Common Core State Standards does not have specific guidance on 8th grade algebra but introduces algebra concepts throughout middle school.
Just a quarter of eighth and 12th grade students in the United States have solid writing skills, even when allowed to use spell-check and other computer word-processing tools, according to results of a national exam released Friday.
Twenty-seven percent of students at each grade level were able to write essays that were well developed, organized and had proper language and grammar — 3 percent were advanced and 24 percent were proficient. The remainder showed just partial mastery of these skills.
Sarah Brown Wessling, the 2010 National Teacher of the Year says that the Common Core State Standards are a positive development in school reform, and disagrees with critics, saying, “It’s not the standards themselves that are dangerous, it’s the way in which they may get misinterpreted or implemented in checkbox kinds of ways that could create unintended consequences."
With all 50 states and the District of Columbia having adopted college- and career-ready standards in English and mathematics, Achieve's seventh annual "Closing the Expectations Gap" report shows how all states are aligning those standards with policies to send clear signals to students about what it means to be academically prepared for college and careers after high school graduation.
All 50 states and the District of Columbia have adopted standards aligned to the expectations of college and careers. 46 states and DC have adopted the Common Core State Standards, while four have state-developed CCR standards. By 2015-16, all English language arts and mathematics instruction should reflect CCR expectations.
Today, 23 states and the District of Columbia have adopted college- and career-ready graduation requirements that require all students to meet the full set of expectations defined in the CCSS. Hawaii, Iowa, and Washington raised their graduation requirements to the college- and career-ready level in 2011.
Today, 18 states administer college- and career-ready high school assessments capable of producing a readiness score that postsecondary institutions use to make placement decisions. Four new states - Florida, North Carolina, Oregon and Wyoming - joined this list in 2011 by adopting a policy to administer a college- and career-ready test to its high school students. It is expected that 44 states and the District of Columbia participating in one or both Race to the Top assessment consortia will meet this criteria when the next generation assessments are administered for the first time in 2014-2015.
A majority of states, 32, have now incorporated at least one of four accountability indicators that Achieve has identified as critical to promoting college and career readiness. As in last year's report, only Texas meets Achieve's criteria regarding the use of all indicators in its college- and career-ready accountability system. Additionally, four states - Florida, Georgia, Indiana, and Kentucky - have included the use of multiple college- and career-ready indicators in their accountability systems in multiple ways.
Constructivism: A learning strategy that draws on students' existing knowledge, beliefs, and skills. With a constructivist approach, students synthesize new understanding from prior learning and new information.
The 5 E's is an instructional model based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. The 5 E's can be used with students of all ages, including adults.
The Expect More, Achieve More Coalition is a statewide alliance of business, community, and education organizations in Tennessee that supports high academic standards in public education. The Coalition’s goal is to build statewide and local engagement, support, and awareness of Tennessee’s efforts to raise the bar in the classroom so that every student graduates high school prepared for postsecondary education and the workforce. The Coalition believes that when we expect more, students achieve more.
How close is the connection between the Common Core State Standards for Writing and the Six Traits of Writing? Somewhat close? Pretty close? Try VERY. In fact, virtually every standard references one trait or another. That’s because the traits are simply qualities that make writing work, and making writing work is the primary focus of both the traits and the CC writing standards.
An assignment involves a task that is taught with a focus on the "-ing" in teaching. Assignments are recipes for instructional events—lessons in the best sense—and their main function is to create a context for teaching new content and skills and practicing learned ones. That is, assignments aim to teach for learning—not testing, as in an assessment, or merely doing, as in an activity.
A recent study out of the University of Illinois suggesting that teachers may need more training on managing their emotions in order to respond effectively to students. That study also found that teachers who had developed more "accepting beliefs" regarding their students' emotional needs tended to be better equipped to handle disciplinary issues.
"The two consortia will work with two groups that are very familiar to you by now if you follow the common-standards work, because they spearheaded that initiative: the Council of Chief State School Officers and the National Governors Association. Those organizations will work to find funding to help sustain the two consortia after the $360 million in Race to the Top money runs out."
Common Core Standards and Conversation In addition to laying out the standards for reading and writing, the Common Core standards for English Language Arts are flanked by two additional categories: Speaking and Listening and Language. In these standards, we find evidence that helps us make our case for the importance of conversation in our classrooms. College and Career Readiness Standards for Speaking and Listening: 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style that are appropriate to task, purpose, and audience. College and Career Readiness Anchor Standards for Language: 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension and expression.
With a silent attention getting technique you allow students a second to finish a thought they are having. The Raise Your Hand technique starts with the teacher raising her hand, and then all students follow.
A coalition created to help parents and others understand the new and more rigorous Common Core standards being used in Tennessee classrooms began its work Tuesday.
The group, called “Expect More, Achieve More,” includes more than 100 education, business and civic organizations, including Metro Nashville Public Schools and several other Middle Tennessee organizations. It plans to spend the next year helping Tennesseans understand the changes created in the school curriculum by the new standards.
Nearly all states are developing curricular and supplemental materials to help districts and schools implement the common-core state standards, but far fewer are approving or certifying lists of materials, according to a new report from a Washington-based research and advocacy group.
Four states—Delaware, Kentucky, Oklahoma, and Nebraska—said they are requiring that districts use materials aligned to the common standards in English/language arts and mathematics.
All 50 states and the District of Columbia have adopted English/language arts and mathematics standards that "reflect the knowledge and skills colleges and employers demand of high school graduates." This includes the 46 states to adopt the common core and the four others that did not: Alaska, Nebraska Texas, and Virginia. (Minnesota adopted the common-core ELA standards, but not the math standards.)
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