Oh I REALLY like this! These types of intimate "getting-to-know-you" exercises, conversations and collaborations teachers will have about common core standards within their grade bands will enable them to really understand the expectations of Common Core.
Sure, we can "google" I-Cans and post them in our classrooms, but it's this digging in that will help us really understand what our students must know and be able to do.
I need to read this, and read it again. Good stuff here!
This infographic follows the progression of the recent common-standards movement.
BTW visually representing info and stats through infographics is quickly catching on and there are several web 2.0 tools to help students communicate data and its relevance using them. Consider viewing Richard Byrne's post that provides three sources:
An excellent read on taking three little steps, but making BIG gains in boosting rigor and pushing out the thinking to your students.
"It's extremely difficult to create higher order thinking questions 'on-the-fly'." Additionally, the text asserts appropriate scaffolding for helping students identify, understand and analyze essential ideas from texts and text complements in order to discuss and write effectively (essential element in the ELA CCSS).
Read this, read it again, and then begin to create your spreadsheet (step 3) with Blooms question stems to ensure your lessons/units push out the thinking to students. Remember, on-the-fly questions created by good teachers are what keep them from becoming GREAT ones.
One of the reasons Google is able to make the push for Chromebooks in education is that its laptops meet the new hardware and operating system guidelines set by the Smarter Balanced Assessment Consortia and the Partnership for Assessment of Readiness for College and Careers (PARCC).
In addition to these deployment announcements, Google is also launching new tools and collections of web apps for students and administrators at the International Society for Technology in Education (ISTE) conference today.
“The way the Common Core comes to life is through the assessments,” observed Gene Wilhoit, Executive Director of the Council of Chief State School Officers. “If we get this right, we will put our students on a course for a better future.”
"Many of these top-down district policies stem from the earnest desire to replicate the practices of the best and most effective teachers. Unfortunately, what too many state and district leaders miss is that you can’t script your way to great instruction from district offices or from the statehouse. And trying to do so saps teacher and principal buy-in and morale, often while making instruction less effective."
KIPP and Uncommon Schools are evidence of "many routes, same destination." Given the "destination", can we give school leaders and teachers the autonomy to "map the route" based on the needs of their students?
So many valid points here - I believe teachers and admins will resonate with them.
This is something new to me. I know when students go to college, often if they are not "college ready" they must take courses to ramp up where needed (in writing, for example).
However, I wasn't aware that companies have increased employee training in grammar and related writing skills. Looks like grammar is still an important job skill, and a good way to invest students that what they are learning is important!
How are Common Core State Standards aligned to 21st century thinking skills? P21's Learning & Innovation Skills include the 4'Cs (Critical Thinking, Communication, Collaboration and Creativity) all of which can be enhanced through appropriate use of technology.
P21 provides a CCSS toolkit that provides an overview, examples, sample lesson plans, CCSS resources and assessment resources.
The guidance that’s starting to emerge about how teachers can best select “grade-appropriate” texts may actually end up undermining the Common Core’s emphasis on improving the quality and rigor of the texts students are reading.
Two different men with two different opinions weigh in on the need for national standards.
Chester E. Finn Jr., president of the Thomas B. Fordham Institute and chairman of the Hoover Institution's Koret Task Force on K-12 Education, argues in favor of national standards. Jay Greene, head of the department of education reform at the University of Arkansas in Fayetteville, Ark., makes the case against national standards.
Discussion draft provided by PARCC. Defines what it means to be "college ready" with performance level descriptors.
I wonder if this could be the beginning of truly identifying students' performance on rigorous standards instead of "seat time." Would early college entry and more advanced coursework be in their future?
"As a parent, the Common Core State Standards provide my wife and me with a clear understanding of what my children are expected to learn at each grade level, K through 12, regardless of what state the job takes our family (with the exception of a notable few). That the Standards are evidence-based and developed in collaboration with teachers, school administrators and experts gives me confidence that my kids will graduate fully prepared for college."
"Unfortunately, like so many other issues, the Common Core State Standards are surrounded by myths and are being misrepresented for supposed political gain; the incredible value that the Standards provide to parents wanting to be fully engaged in their children's education makes this all the more dangerous and could represent a huge loss to our education system in America."
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