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anonymous

Education Week: Districts Push for Texts Aligned to Common Core - 1 views

www.edweek.org/...36pubcriteria.h31.html

common districts push texts core

shared by anonymous on 24 Jul 12 - No Cached
  • Published Online: July 17, 2012 Published in Print: July 18, 2012, as Big Districts Push for Teaching Texts Aligned to Common Core Districts Push for Texts Aligned to Common Core By Christina A. Samuels Printer-Friendly Email Article Reprints Comments Like Liked </l
  • est districts have come together to say they will only buy common-core instructional materials that meet a set of "publishers' criteria" written by a nonprofit organization that played a leading role in crafting the new standards.
  • "we need to make sure we demand that publishers respect the work that we've done on the common core." The pact among the school districts "will make it a little easier to hold publishers' feet to the fire," he said.
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  • The agreement includes districts serving New York City; Los Angeles; Chicago; Clark County, Nev.; and Hillsborough County, Fla., all among the nation's largest.
  • The standards themselves, however, don't go into detail on how student textbooks and instructional materials should look, thus the creation of the publishers' criteria.
  • To fully reflect the standards, for example, the publishers' criteria for grades 3-12 note that "80 to 90 percent of the reading standards in each grade require text-dependent analysis; accordingly, aligned curriculum materials should have a similar percentage of text-dependent questions."
  • An example of part of the publishers' criteria for grades K-2 notes that "though there is a productive role for good general questions for teachers and students to have at hand, materials should not over-rely on 'cookie cutter' questions that could be asked of a text, such as, 'What is the main idea? Provide three supporting details.' " Rather, the criteria say, questions should be individually crafted and draw students into the texts at hand.
  • it's a long way from setting criteria to developing, adopting, and publishing curricular materials and programs,
  • The question publishers have, he said, is how the criteria will figure into actual procurement decisions.
  • "It really shifts more toward comprehension and asking the right type of questions, as opposed to 'read this text and answer these questions.' "
anonymous

Keyboarding tools to support CC stds! From Common Core and Educational Technology: - 0 views

www.ccedtech.com/...ools-on-web-to-support-cc.html

keyboarding educational technology web common_core commoncore

shared by anonymous on 06 Mar 13 - No Cached
  • anonymous on 06 Mar 13
     
    Here's our latest post on web-based keyboarding tools that support the Common Core. Please take a look and give us feedback. We're a new site with a goal to address ed tech tools that support Common Core.
anonymous

Education Week: Teacher Collaboration: The Essential Common-Core Ingredient - 1 views

www.edweek.org/...13hughes.h32.html

shared by anonymous on 05 Dec 12 - No Cached
  • Gone are the days when states and districts could lower expectations, hide poor results, or create confusion about what students are capable of achieving
  • The new standards emphasize teaching fewer topics, but in greater depth, and focusing more on hands-on learning and dynamic student projects than traditional lectures.
  • teachers must also encourage innovative assignments that require students to show their understanding, use their knowledge and skills to solve problems, create written and multimedia presentations, and complete real-world tasks.
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  • teachers must shift their practice and teach more advanced materials to their students in more successful ways
  • We believe the answer lies in two key strategies: greater teacher collaboration and better instructional materials in the classroom.
  • teachers indicated they need more professional support and development to implement these standards
  • the best professional development comes from those already in our schools. When engaging in inquiry or lesson study, teachers draw on their shared trust, expertise, and experiences to improve instruction. And when this collaboration focuses on student work, it builds educators' capacity to address students' academic needs immediately.
  • Too often, teachers do not have sufficient opportunities to work together to examine work and structure interventions within their classrooms. As the new standards are implemented, we must ensure that teachers are not left alone to figure out how best to teach to them.
  • The standards are an opportunity for greater collaboration, fresher thinking, and a rearticulation of shared goals for teachers and students. By collaborating with each other and with instructional specialists through cycles of examining student work, creating hypotheses about how to implement common-core-aligned lessons, implementing them, and making adjustments in their practice in real time, teachers can find the best ways to help their students reach these higher expectations while still maintaining individual styles and flexibility.
  • this commitment to deep collaboration also requires new types of materials aligned to the standards, with a focus on real-time assessment and its translation into classroom practice. Two examples of this kind of collaboration are the Literacy Design Collaborative (LDC) and the Mathematics Design Collaborative (MDC), through which groups of traditional public school and public charter school teachers, curriculum experts, and other educators are working together to create high-quality, useful lessons and research-based instructional tools incorporating the common-core standards. In addition to developing a free, online library of new lessons and units, these efforts, funded by the Gates Foundation, are pioneering new pathways for how educators can work together to shift teacher practice.
  • Adopting the common core extends the teacher's role as coach, carefully designing activities to build specific skills, providing constructive feedback, and continually modifying lessons based on student understanding. Through professional development, teachers learn how to assess and give meaningful, consistent feedback; to share what works with their peers; and adjust lessons appropriately.
  • Some say working with the collaboratives has been the best professional-development experience of their careers
  • Teachers also say they have found that some of the extra time spent on this approach in the first few modules is recouped later in the year because students can apply the skills learned to future lessons.
  • Providing teachers with real training and templates, not scripts and worksheets, and meaningful opportunities to work together to implement strategies that will improve student learning, are critical components of any strategy to implement the common core.
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

Education Week: Common Core Found to Rank With Respected Standards - 0 views

www.edweek.org/...10standards.h31.html

common core standards ELA math international baccalaureate study EPIC

shared by anonymous on 31 Oct 11 - No Cached
  • The common-core standards
  • are generally aligned to the leading state standards, international standards, and university standards at the high-school-exit level, but are more rigorous in some content areas,
  • compared the content and curriculum standards for California and Massachusetts; the Texas College and Career Readiness Standards
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  • the International Baccalaureate standards; and the Knowledge and Skills for University Success
  • The authors wanted to see how closely the content covered, the range of material included, and the depth of that material correlated with the Common Core State Standards Initiative.
  • alignment in the topics covered and the range of content between the common-core standards and the five others, the common core demanded a bit more cognitive complexity in some topics, particularly English/language arts, the report says.
  • The comparison standards lacked the depth of challenge in reading for informational texts, writing, and reading and writing for literacy, and, on the math side, in geometry. However, some of the rigor of the common core will be defined by examples of student work and can’t yet be measured for depth of knowledge required
  • some experts ask whether having comparable international, national, and state-to-state standards means that the common core makes it more likely a student will be prepared for college.
  • The study continues a line of evidence that the core standards that states have adopted have a solid research base and will help teachers and students,”
  • The next step for states is to ensure that during the implementation of the standards, teachers have the support and tools that they need to teach the new standards.”
  • the report is not meant to measure the quality of one group of standards over another, but rather to test the conclusion that the common-core standards place a strong emphasis on preparing students for postsecondary education by comparing the standards with others that also focus on college readiness.
  • States also shouldn’t focus on trying to make sure everything in their standards and all the details line up exactly with the common core as they do their own in-depth comparisons
  • Instead, they should look for broader correlations.
  • different standards have different purposes
  • the comparison and alignment of the “long-standing, well-respected” IB standards with the common core was particularly noteworthy, given that the common-core crafters have claimed that they are internationally benchmarked, and the results of the study could give some support to the claim.
  • Comparison and alignment with Texas, a state that didn’t adopt the common core, is also important,
  • Texas has been a leader in the establishment of college- and career-readiness standards, and overall received positive remarks for strong and in-depth coverage
  • what we see are findings that Texas College and Career Readiness Standards are found to be at or above the standards contained within the common-core state standards.
  • According to a related study EPIC released in August, most entry-level college professors found the common-core high school standards were relevant to college-level courses.
  • There’s a big danger if you look at these standards as everything you need to know to be ready because it’s not.
  • The common-core standards are a step in the right direction, but we still need more information on what makes a student college- and career-ready and still have a way to go toward creating stronger standards and assessments than [evaluating a student] by a cut score on a test.”
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