Inadequate funding and a lack of state guidance on the new standards were cited as two top challenges in their implementation, the survey found.
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Common Core Video Series | EngageNY - 0 views
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Education Week: Common Core Accelerates Interest in Online PD - 0 views
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common core state standards CCSSI CCR readiness college and career introduction education curriculum
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professional development is critical to the overall success of the common standards
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To help the stakeholders—teachers, counselors, administrators, paraprofessionals—in order for them to be confident in the common core and teaching deeper into the standards, they need meaningful and supportive professional development,
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For most states, shifting to the common standards will require a shift in instruction.
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There are as few as 28 standards for math for some grade levels, “which is fewer standards than ever before, but you now have to teach them and drill much deeper into them
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Students are expected to conjecture and reason and problem-solve. That’s a new day in math. That’s a shift for everyone; therefore, we have real professional development that needs to get done.
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PD should not be confined to a one-time conference or class,
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but rather become an ongoing process for teachers.
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the writing portion of the standards also represents a shift to a richer and more rigorous understanding of writing.
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Teachers with a significant amount of experience might not have very much experience with the kind of teaching that would lead kids to be successful with these standards
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although the common standards provide an opportunity to share resources between states, education leaders need to keep in mind that all teachers will come to those resources and professional-development opportunities with different backgrounds
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Another issue for online PD around the common core is identifying high-quality resources
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One of the challenges is that everybody, at least in their claims, appears to be aligned to the common core with professional development and instructional supports,” she said. Looking at those resources with a critical eye and making sure they are high-quality before distributing them to teachers is essential
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States need to be “patiently aggressive” in developing and distributing professional development for teachers around the new common standards
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If we move too quickly, [the resources] won’t be what we need them to be
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If we wait for the assessments [due out in 2014-15], they will not have had the instruction necessary. We have to patiently but aggressively prepare professional-development resources, and the teachers need to know what the standards are.”
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The James B. Hunt Jr. Institute for Educational Leadership and Policy, an affiliate center of the University of North Carolina at Chapel Hill, in Durham, N.C., is one of the providers of online resources on the common core. The organization has created a series of videos, posted on YouTube, that describe various aspects of the common core, such as how the standards were developed, what the key changes are in the subject areas involved, and the reasoning behind those changes.
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The videos are designed not only for teachers, but also for school board members, policymakers, administrators, and even the PTA.
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“Right now, I think you’re seeing the development of a lot of [curricular] materials,” she said, “and then the professional development to actually use those materials and teach the standards is the next frontier.”
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Education Week: Districts Gear Up for Shift to Informational Texts - 2 views
www.edweek.org/...24informational_ep.h31.html
common districts texts education CCSSI standards informational text
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choose books about those real-world topics as part of a unit on truth. Students are dissecting the sources, statistics, and anecdotes the authors use to make their arguments
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Notice how the emphasis is on "dissecting" the information in the text, not necessarily on the text itself as a "good example" of informational text. It's more about getting students to be critical consumers of the "truthfulness" of the author's message based on quality resources to back up the author's viewpoint. Excellent point about what "close reading of the text really is!"
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Often, our nod to nonfiction is the autobiography or true-story version of something,"
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But there's a real gap in other kinds of nonfiction
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I'm relying on different kinds of strategies and a lot more explicit teaching,
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We spend a lot of time talking about attributes of nonfiction, like how to read an interview. Or how to tell the difference between fact and opinion."
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Using fiction has many positive and useful values, and it shouldn't be lost or pushed so far to the sidelines that it disappears."
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The common standards' emphasis on informational text arose in part from research suggesting that employers and college instructors found students weak at comprehending technical manuals, scientific and historical journals, and other texts pivotal to their work in those arenas.
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The common core's vision of informational text includes literary nonfiction, as well as historical documents, scientific journals and technical manuals, biographies and autobiographies, essays, speeches, and information displayed in charts, graphs, or maps, digitally or in print.
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vocabulary
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professional development aimed at helping teachers think through how to craft instructional units and tasks reflecting the shift in the standards
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district set up a digital "common-core library" that includes 13 "bundles" of sample activities, lesson plans, and other resources for instruction based on informational text
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The immediate challenge of the informational-text emphasis, however, lies more in training than in materials,
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[it's] actually figuring out how to structure classrooms so we speak to text and kids are using text in conversations with each other and are grappling with the meaning of text.
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we need to make sure that by the end of high school, students are reading science journals,
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right now, just simply the act of reading the science textbook and absolutely making the textbook—rather than the teacher—generate the answers.
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It's one thing to tell school districts that we must do close reading of informational text," he said. "It's very different to say, 'Here is what's involved with a close reading.' "
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Treasures does include some informational text, "but not sufficiently, we would say. We wanted something that would supplement that."
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elementary reading coaches have met with Nell K. Duke, the Michigan State University professor who wrote Buzz About IT, and are meeting monthly to study her research, Ms. Acquavita said
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Funding for materials and professional development that reflect the standards could prove to be an issue for states, and, as a result, for companies that produce them
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We have been unpleasantly surprised that a number of states are only now starting to wrestle with the cost of this,
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New criteria for adoptions of basal instructional materials for the bridge year, approved by the state in January, specify that materials must include "high-quality, complex informational text" in the ratios specified by the standards.
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Its statewide literacy plan delves into explanations of six major shifts in the English/language arts standards, and the state has also produced an online "toolkit" offering teachers instructional videos and other resources on those shifts.
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The biggest concern state officials are hearing from teachers is that they be assured of having adequate lesson plans, curriculum maps, and other resources to teach the standards once that begins in 2012-13
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o convey its expectations for new materials, the state has hosted a webinar for publishers, pointing them to the "publishers' criteria" developed by the common-standards writers for grades K-2 and 3-12, which describe what is required for materials to align well with the standards.
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Early Reaction to 'Publishers' Criteria' for Math Common Core - Curriculum Matters - Ed... - 2 views
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"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."
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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.
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Quick Guide to the Common Core: Key Expectations Explained - Vander Ark on Innovation -... - 5 views
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English Language Arts The text is more complex.
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Since the 1960s, text difficulty in textbooks has been declining (Source: CCSS Appendix A)
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has created a significant gap between what students are reading in twelfth grade and what is expected of them when they arrive at college.
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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.
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The text covers a wider range of genres and formats.
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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.
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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.
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In addition, students are expected to understand the presentation of texts in a variety of multimedia formats, such as video.
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There is a greater emphasis on evidence-based questioning.
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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.
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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.
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Students are exposed to more authentic text.
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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.
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The standards have a higher level of specificity.
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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.
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Additional Expectations
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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.
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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.
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need to answer how what they have just read compares to what they have learned before.
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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.
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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.
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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.
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A lot of publishers are repurposing old materials and saying that they are "aligned" with the Common Core.
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Dr. Bill McCallum's Blog on Common Core Mathematics - 0 views
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