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T he Common Core State Standards for Mathematics (CCSSM), the product of a major, multiyear state-led initiative coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO), present an extraordinary opportunity for districts across the country to move to higher levels of achievement for all students. These rigorous standards will require that districts reexamine what it means for all students to understand and to do mathematics in ways that prepare them for success in a rapidly changing world.
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Students who are presented with unfamiliar concepts, asked to work through them, and then taught the solution significantly outperform those who are taught through formal instruction and problem-solving. The approach is both utterly intuitive—we learn from mistakes—and completely counter-intuitive: letting kids flail around with unfamiliar math concepts seems both inefficient and potentially damaging to their confidence.
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So far, teachers have mixed reactions. They recognize that the approach is good but they worry about efficiency and standardized tests: will kids fall on high-stakes national and international tests?
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Kapur uses the research to make his case. Students get more output (deeper learning) for the same input (hours of instruction), which presents another problem: teachers have to get out of the way. “They [teachers] say it’s stressful to teach this way,” he says. “It’s easier to tell them [students] what you know.”
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The Principal: The Most Misunderstood Person in All of Education - Kate Rousmaniere - T... - 1 views
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In American public schools, the principal is the most complex and contradictory figure in the pantheon of educational leadership.
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A few years ago when I walked the hallways of a high school with my five-year-old niece Evie, she remarked, without prompting: “There’s the principal’s office: you only go there if you are in trouble.”
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Most remarkably, those very people who did not understand what a principal did were often the first to argue for the abolition of the role.
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