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anonymous

Early Reaction to 'Publishers' Criteria' for Math Common Core - Curriculum Matters - Ed... - 2 views

blogs.edweek.org/...back_is_beginning_to_roll.html

shared by anonymous on 15 Aug 12 - No Cached
  • "I really like the bit about visual design that isn't distracting or chaotic," Findell said. "I've opened too many textbooks that are like walking into a video arcade. ... You want the graphics there to support the mathematical ideas, rather than just being, 'Wow, what a cool picture.' Skip to the next page."
  • Special Populations Findell said "one of the most important contributions" of the publishers' criteria was clearly stating that instructional materials should be consistent with the common core's call to provide all students the opportunity to learn and meet the same standards. As the document explains, "Thus, an overarching criterion for materials and tools is that they provide supports for special populations such as students with disabilities, English-language learners, and gifted students." Findell told me: "We have an unfortunate history in this country of identifying some students as not yet ready for grade-level instruction and then giving them something less—often much less. In other words, we notice students who are behind, and we slow them down. We usually do it out of compassion, but the consequences are devastating for students." So he said a "crucial message" about common-core implementation is that all students receive grade-level instruction, even if some students need additional support.
anonymous

Quick Guide to the Common Core: Key Expectations Explained - Vander Ark on Innovation -... - 5 views

blogs.edweek.org/...ey_expectations_explained.html

shared by anonymous on 07 Sep 12 - No Cached
  • English Language Arts The text is more complex.
  • Since the 1960s, text difficulty in textbooks has been declining (Source: CCSS Appendix A)
  • has created a significant gap between what students are reading in twelfth grade and what is expected of them when they arrive at college.
  • ...20 more annotations...
  • the CCSS cites an ACT report called Reading Between the Line that says that the ability to answer questions about complex text is a key predictor of college success.
  • The text covers a wider range of genres and formats.
  • In order to be college-, career-, and life-ready, students need to be familiar and comfortable with texts from a broad range of genres and formats. The Common Core State Standards focus on a broader range and place a much greater emphasis on informational text.
  • The Common Core sets expectation that, in grades three through eight, 50 percent of the text be expository. Specifically, in grades three through five, there is a call for more scientific, technical, and historic texts, and in grades six through eight, more literary nonfiction including essays, speeches, opinion pieces, literary essays, biographies, memoirs, journalism, and historical, scientific, technical, and economic accounts.
  • In addition, students are expected to understand the presentation of texts in a variety of multimedia formats, such as video.
  • There is a greater emphasis on evidence-based questioning.
  • The standards have shifted away from cookie-cutter questions like, "What is the main idea?" and moved toward questions that require a closer reading of the text.
  • The questions are more specific, and so the students must be more adept at drawing evidence from the text and explaining that evidence orally and in writing.
  • Students are exposed to more authentic text.
  • The Publishers' Criteria for the Common Core State Standards, developed by two of the lead authors of the standards, emphasize a shift away from text that is adapted, watered down, or edited, and instead, focus on text in its true form. While scaffolding is still considered an important element when introducing students to new topics, it should not pre-empt or replace the original text. The scaffolding should be used to help children grasp the actual text, not avoid it.
  • The standards have a higher level of specificity.
  • There is a great amount of flexibility for educators to determine how they want to implement the new standards and the materials they choose to use and/or create; however, the standards themselves are quite specific.
  • Additional Expectations
  • Shared responsibility for students' literacy development. In grades six through twelve, there are specific standards for Literacy in History/Social Studies, Science, and Technical Subjects. The message here is that content area teachers must have a shared role in developing students' literacy skills.
  • Compare and synthesize multiple sources. Students are expected to integrate their understanding of what they are currently reading with texts that they have previously read.
  • need to answer how what they have just read compares to what they have learned before.
  • Focus on academic vocabulary. One of the biggest gaps between students, starting in the earliest grades, is their vocabulary knowledge. The new standards require a focus on academic vocabulary, presenting vocabulary in context, and using the same vocabulary across various types of complex texts from different disciplines.
  • The Common Core State Standards are not "test prep" standards. They aim to teach students how to think and raise the bar on their level of comprehension and their ability to articulate their knowledge.
  • However, the depth of the standards and the significant differences between the CCSS and current standards in most states require a whole new way of teaching, so even the most experienced teachers will need to make great changes and require support in doing so.
  • A lot of publishers are repurposing old materials and saying that they are "aligned" with the Common Core.
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