Just because some criticisms of Common Core standards are over the top and dripping with misinformation doesn’t make them all so. Plenty of valid concerns exist, and the estimable Peggy Noonan recently homed in on several of them.
Ten historians from 10 countries give a brief history of the first world war through a global lens. Using original news reports, interactive maps and rarely seen footage, including extraordinary shots of troops crossing Mesopotamia on camels and Italians fighting high up in the Alps, the half hour film explores the war and its effect from many different perspectives. Watch the documentary in English, French, German, Italian, Spanish, Arabic or Hindi.
For all of the talk about how different reading instruction is meant to be in the Common Core era, and for all of the hand wringing over the critical “instructional shifts” embedded in the new literacy standards, a glimpse at the world of classroom implementation reveals that the more things change, the more they stay the same.
Excellent read on literacy instruction.
"Said differently: Because your ability to make inferences or find the main idea leans heavily on your knowledge of the subject, standards-driven reading instruction can create a comforting illusion of proficiency on texts that teachers and students choose themselves that evaporates when reading about unfamiliar subjects."
Why do students struggle with writing warrants in argument writing? How can we help them? Learn how one teacher solves the case.
"The nature of the warrant differs depending on the discipline. For instance, historians often warrant claims by corroborating them with primary sources. Scientists may warrant claims by citing a law or principle, such as the law of conservation of matter. Mathematicians may warrant claims by referencing a theorem. Literary critics may explain how the quoted text fits the criteria for a particular concept, such as courage."
How do we measure learning beyond knowledge of content? Finding that winning combination of criteria can prove to be a complicated and sometimes difficult process. Schools that are pushing boundaries are learning that it takes time, a lot of conversation, and a willingness to let students participate in that evaluation.