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Shannon McClintock Miller

A Wonderful Visual on Common Core Standards for Teachers and Students ~ Educational Tec... - 0 views

www.educatorstechnology.com/...ful-visual-on-common-core.html

tlchat via:packrati.us iowatl

shared by Shannon McClintock Miller on 07 Jun 13 - No Cached
  • Shannon McClintock Miller on 07 Jun 13
     
    A Wonderful Visual (Infographic) on Common Core Standards for Teachers and Students http://t.co/KC2U6RndJ7 #tlchat #iowatl
Deron Durflinger

IN OUR SCHOOLS: Common Core a 'monumental shift' | Cincinnati.com | cincinnati.com - 0 views

news.cincinnati.com/...304160017

common core commoncore transformation reading grading learning cbg sbg competency

shared by Deron Durflinger on 17 Apr 13 - No Cached
  • We’re all going to be literacy teachers,” said Patricia Fong, a chief academic administrator for Lakota schools. “We’ll all be teaching students how to read, write, and how to listen and speak within (our) content areas.”
  • The clear, alarming picture that emerges … is that while the reading demands of college, workforce training programs and citizenship have held steady or risen over the past 50 years or so, K–12 texts have, if anything, become less demanding,” the Common Core document states.
  • “These aren’t more rigorous tests; they’re more honest tests,”
Deron Durflinger

Are You Ready for Common Core Math? | District Administration Magazine - 0 views

www.districtadministration.com/...are-you-ready-common-core-math

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shared by Deron Durflinger on 02 Mar 12 - No Cached
  • Sovde, a former mathematics teacher and principal in the Bellevue (Wash.) Public Schools, says one of the tests PARCC is developing is a diagnostic assessment for the start of the year. He declares about the optional test, “If I were a district administrator, I would be jumping all over it, because it’s going to give you a good handle right up front about where your kids are.” All the new assessments will measure the abilities of students to solve problems, think conceptually, reason mathematically, and demonstrate more skills than rote memorization. “That’s going to be a shift, a different way of doing business,” says Sovde. The final, end-of-year summative assessment will require students to use computers or handheld devices to solve problems or think about mathematical issues. “It won’t be just a paper-and-pencil test put on a screen,” Sovde explains.
  • SBAC will ask students tailored questions based on their previous answers. It will continue to use one end-of-year test for accountability purposes but will create a series of interim tests to inform students, parents and teachers about whether students are on track.
  • more deeply than assessments do now into what students are learning in math and how they are learning it. “I think we’ll see some questions that apply to real-world settings, and I wouldn’t be surprised if students have to describe in writing how they got an answer rather than just filling in a blank with it
  • ...4 more annotations...
  • questions students are asked will be delivered online and answered online instead of on paper.
  • The assessments will test students on practices such as making sense of problems, reasoning abstractly and quantitatively, constructing viable arguments and critiquing the reasoning of others, modeling with mathematics, using appropriate tools strategically, communicating precisely, and looking for and making use of structure.
  • “Students will be assessed on extended problem-solving and performance tasks and will need to show their reasoning
  • “need to help teachers implement the Standards for Mathematical Practice and connect them to math content. That is a big change for them.”
Deron Durflinger

Educational Insights From Shanghai - Top Performers - Education Week - 0 views

blogs.edweek.org/...what_we_saw_in_shanghai.html

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shared by Deron Durflinger on 05 Aug 16 - No Cached
  • he schools were joyous places.  This, he said, seemed to be the foundation for everything else he observed
  • ecause the lessons were beautifully crafted, clearly designed to be as engaging as possible. 
  • were lined with other teachers who were collaborating in the design of these lessons.
  • ...12 more annotations...
  • worked together over months to build the most effective lessons they could, critiquing each version, adding new ideas, testing them out, until the whole group was satisfied that the lesson was as good as it could be.
  • ratio between prep time and teaching time in the Shanghai schools we visited.  In the U.S., she said, teachers typically have one hour to prepare for five classes.  In the Shanghai schools, they have four hours to prepare for two hours of teaching. This, she said, makes all the difference.  Teachers can use this time to collaborate with other teachers to craft great lessons, to talk with other teachers about particular students' learning needs and how they might work together to address them, or to do the research needed to get ready to do another improvement project. 
  • All teachers are expected to do it, and getting good at is it one of the criteria for moving up the career ladder
  • hat fascinated our team was the way teachers were expected to write short papers about the research they had done and to publish these research papers in a range of juried journals, some published by universities.
  • Of course they did not do well this way.  How could they do well in language and mathematics without a balanced curriculum, without a faculty that showed that they loved them, without music, art and PE?
  • his whole enormous system was on pretty much the same page for the same reasons, not because they had been told to do something in particular, but because the discussions they had been involved in had led them to the same conclusions about the goals and the most effective ways to achieve the
  • One was the clarity of the system's curriculum expectations.  There is a core curriculum that accounts for about 70 percent of the available time that is required for all students. The courses are spelled out and the system approves the textbooks that will be used. 
  • hat it had clearly been honed and then honed again to remove everything that was not essential and to give the connections in the logic of the instruction an air of inevitability that seemed, as he put it, simply elegant.
  • he common thread, he said, was the way teachers were treated, in every way, as professionals.
  • The Shanghai Municipal Education Commission clearly views its teachers, not university researchers, as the main drivers of improvements in student performance. 
  • teachers talked about the importance of constantly getting better, which meant improving their own skills and improving the curriculum and instruction and therefore improving student performance.  Like doctors, engineers and attorneys in the United States, they saw keeping up with the latest developments in their field and changing their practice in the light of those advancements as a core part of their responsibility.  That is why professional development and school improvement are thought of as synonymous by Shanghai officials. 
  • hey accepted the idea that they were not functioning autonomously in their classrooms, but accountable to their peers and colleagues for the quality of their own work and for their contribution to the common enterprise.   These are all hallmarks of a true profession. 
Deron Durflinger

Education Secretary: Tech Will Never Replace Great Teachers - 0 views

mashable.com/...education-khan-duncan-tech

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shared by Deron Durflinger on 26 Aug 13 - No Cached
  • When it comes to high school, both agreed that the current model is outdated. As Khan put it, "Kids get promoted because they were in a chair for four years." Duncan called it a "19th century model" and "neanderthal." Instead, they suggested a competency-based model for promotion through grades rather than one that is time-based. In terms of content and standards, Duncan suggested adding subjects such as computer science, foreign language and financial literacy to the core curriculum. He adamantly defended the Common Core standards as a way for the U.S. to remain competitive globally and ensure requirements don't get dumbed down "to make politicians look good."
    • Deron Durflinger
      Deron Durflinger on 26 Aug 13
       
      I like what they are thinking with the CBE talk
Deron Durflinger

Are College and Career Skills Really the Same? | PBS NewsHour - 0 views

www.pbs.org/...er-skills-really-the-same.html

college career skills pbs learning common core commoncore common_core life long transformation vanmeter van meter

shared by Deron Durflinger on 18 Jun 13 - No Cached
  • Nearly every study of employer needs over the past 20 years comes up with the same answers. Successful workers communicate effectively orally and in writing and have social and behavioral skills that make them responsible and good at teamwork. They are creative and techno-savvy, have a good command of fractions and basic statistics, and can apply relatively simple math to real-world problems like financial or health literacy.
    • Deron Durflinger
      Deron Durflinger on 18 Jun 13
       
      This is really all that matters. Grit, collaboration and communication. 
  • All students should master a verifiable set of skills, but not necessarily the same skills. High schools fail so many kids partly because educators can't get free of the notion that all students -- regardless of their career aspirations -- need the same basic preparation. As states pile on academic courses, they give less attention to the arts and downplay career and technical education to make way for a double portion of math.
    • Deron Durflinger
      Deron Durflinger on 18 Jun 13
       
      this is why we need to personalize learning for each student
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