Teaching students to use textual evidence is a key component of the Common Core. Learn how to teach students to cite textual evidence, engage in collaborative discussions and draw evidence from literary text in preparation for writing.
The goal of the Common Core assessments, as with the curricula itself, is to devise a richer, more thoughtful approach to K-12 learning, one that is – in the words of the Common Core developers – “fewer, clearer, higher.”...
CCSS “will have a huge impact on how teachers are expected to teach, students are taught to think, and how both students and teachers are evaluated.”
a truly foundational change.
“With the new standards, teachers will have to have increased content knowledge -- knowledge that looks different than it did in the past,”
We are going to make sure that we are teaching differently.”
“But it’s been a really short timeline,”
The goal of the tests, as with the curricula itself, is to devise a richer, more thoughtful approach to K-12 learning, one that is -- in the words of Common Core developers -- “fewer, clearer, higher.” But while the aim is simplicity, the tasks involved in meeting that goal are exceedingly complex.
The importance of critical thinking is noted in the new national standards. The Common Core State Standards (CCSS) Initiative directly identifies higher-order thinking skills as critical to achieving career and college readiness for all students.
The Partnership for Assessment of Readiness for College and Careers (PARCC) today announced a new planning tool and guidance for schools and districts that will help them get ready for new, 21st century assessments in the 2014-2015 school year.
The PARCC assessments will include a rich set of performance-based tasks that address a long standing concern among educators about large scale, pencil and paper assessments - they have been unable to capture some of the most important skills that we strive to develop in students. The PARCC assessments are being carefully crafted to accomplish this important goal. They will enable teachers, schools, students and their parents to gain important insights into how well critical knowledge, skills and abilities essential for young people to thrive in college and careers are being mastered in ways that only computer-based assessments can measure.
Teacher Evaluation - With changes afoot in all of these areas, teacher-evaluation reform has gotten exponentially more difficult. 42 states report either having plans or building plans to revise their teacher-evaluation systems to comport with the expectations of Common Core. Thirty states claim to have “fully developed” plans to change their instructional materials to align with the new standards.
Common Core – One of several massive changes. Even the best state departments of education were fretting about the massive challenges associated with overhauling educator evaluation systems before Common Core implementation was front and center.
Professional Development – Plans “look a lot like the SEA’s current PD plans: same state office, same providers, same higher-ed institutions, same quality monitoring, same number of hours required, etc.”
Aligned Instructional Materials - Comparing the navigability of the CC-aligned resources marketplace to the Wild West would be an insult to the Wild West.
Teacher Preparation - Are any activities underway to improve teacher preparation programs so their graduates are ready for the demands of Common Core. As far as I can tell, most states haven’t even begun working in this area.
Mel Riddile's insight:
"it’s time to get serious about the seriousness of implementation"
The Perfect Storm = New Teacher Evaluation Systems + New State Accountability Systems + Common Core Implementation (Professional Development, Aligned Resources, Teacher Preparation)
"no matter what framework was used, teachers got higher scores on procedural tasks like planning and behavior management, but relatively low scores on things like "analysis and problem solving," "using investigation/problem-based approaches," "student participation in making meaning and reasoning," and "relevance to history and current events."
"The Consortium on Chicago School Research recently released final results from that city's pilot implementation of the Danielson Framework for Teaching and found similar results. Here, too, teachers generally scored lower on the domains of "using questioning and discussion techniques" and "engaging students in learning" than on managing the classroom."
Mel Riddile's insight:
The Common Core Standards will require that students use logic to apply learned concepts to real-world situations using high-order thinking skills.
Mangaging student behavior is fundamental expectation, but only the beginning of quality instruction. This study supports my contention that school leaders must fundamentally change current classroom practice by building the collective capacity of all teachers to deliver quality instruction.
A close reading of text is a rereading of a small slice of a story (or something that is short to begin with, like a poem or an essay)—perhaps rereading it many times.
Then, through careful inspection of words, sentences, paragraphs, and the way they work as parts and together as a whole, the teacher leads the students to discern the author’s meaning.
Students are guided to provide “textual evidence” that the author’s meaning is what it is. They can’t guess, based only their prior knowledge and a cursory look at the words on the page, what the author intends. This means, practically, that a Cliff Note’s acquaintanceship with the text won’t cut it.
"As the new tests aim to measure students' preparation in new and more subtle ways than the current set of state assessments -- including the measuring of writing abilities at every grade level -- they'll require more time in addition to more computers."
While the Common Core may cause short term growing pains, the outlook looks bright for teachers seeking to implement creative classroom instruction and the students who will benefit from the changes in their curriculum.
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