Throughout the history of education, several “fads” have made their way in and out of the schools. From whole language to phonics to No Child Left Behind, educators have modified their practices to fit with new curriculum and government mandates. Many teachers describe the Common Core State Standards (CCSS) as “just another fad.” However, I believe that this is not the case.
After diving into the CCSS, I have become a full supporter. The Rigor/Relevance Framework integrated into the standards means that they cover demanding content and applicable skills. To be prepared for college curriculum and careers they will have for a lifetime, students need to master the content and skills. These students will “demonstrate independence, build strong content knowledge, respond to the varying demands of audience, task, purpose, and discipline, comprehend as well as critique, value evidence, use technology and digital media strategically and capably, and come to understand other perspectives and cultures” (National, 2010). The below image pictures the four quadrants within the Rigor/Relevance Framework. While teachers can assess students in all quadrants, true mastery occurs when students can evaluate and apply what they learn to “real-world, unpredictable situations,” which defines quadrant D, adaption (National, 2010).
This philosophy that the CCSS promotes reshapes the world of education completely. No longer are the days when students sit in a desk and copy notes down from a teacher’s lecture. The CCSS challenges teachers to provide their students with opportunities to apply their knowledge, analyze and synthesize information, and evaluate ideas using evidence. This can be done through many ways including research projects, peer collabora...
... middle of paper ...
...om.proxybz.lib.montana.edu/ps/i.do?id=GALE%7CA256072198&v=2.1&u=mtlib_1_1123&it=r&p=AONE&sw=w&asid=7f0f90147d72f52a7534d0323514f0ba
Krashen, S. (2014). The common core: a disaster for libraries, a disaster for language arts, a disaster for American education. Knowledge Quest, 42(3), 36+. Retrieved from http://go.galegroup.com.proxybz.lib.montana.edu/ps/i.do?id=GALE%7CA256072198&v=2.1&u=mtlib_1_1123&it=r&p=AONE&sw=w&asid=7b0c5dcb0ce051418c5170b9adb702e6
N/A. (2013). Misconceptions about common core. Highlighted and Underlined, 94(4), 6-7. Retrieved from http://www.jstor.org.proxybz.lib.montana.edu/stable/41763726
National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: Authors.
Forty-two states have adopted Common Core State Standards. These standards were created to focus only on English and Mathematics. In effect of states adopting Common Core Standards, all other subjects taught in school seemed less important. History and Science standards are no longer stressed. Students are limited to being proficient in only two subjects. The Common Core deprives students’ ability to be skilled in multiple areas. These standards do not provide a slight “break” from the challenging fast past teaching of English and Mathematics. In addition to limiting education to English and Mathematics, Jill Bowden explains that the Common Core is affecting kindergarteners by taking “away from materials that encourage playful learning.” (36).
The layout of the CCT Rubric presents a broad view of a skilled teacher, who demonstrates each standard in the CCT, which ensures learning, and achievement in the classroom. The CCT Rubric translates to all teachers, regardless of the subject they teach. The notion is, that if teachers can apply their knowledge and increase student learning and development, they succeed to ensure their students also
Since 2010, there were 45 states that have adopted the same educational standards called Common Core State Standards (CCSS). The initiative is sponsored by the National Governors Association and the Council of Chief State School Officers and seeks to establish consistent education standards across the states. The Common Core Standards is initiative state-led effort that established a single set of clear educational standards for kindergarten through 12th grade in English and Mathematical standards. These standards help to educate all of the students equally, they help children who move from state to state, as well as they help to prepare students for college and workplace. The common core standard helps to provide a clear understanding for teachers and parents of what is expected of the students to learn. It is designed to help educate our children for the future; it gives them the knowledge and skill they need to be prepared for post secondary education and employment. "The standards are designed to be robust and relevant to the real world." (National Governors Association Center for Best Practices, Council of Chief State School Officers)
Increase in Knowledge. The Common Core standards, promote critical thinking as well as thinking analytically. Common Core challenges students to critically think rather than guessing which multiple choice answer is correct or the memorization of the correct answer. These standards are meant to get the student to fully understand what they are learning while also having the ability to elaborate on the topic if necessary. The difference between the original standards and common core standard is that old standards concentrated on the memorization of facts while the new standards focuses on the development of critical and analytical thinking skills.
Strauss, Valerie. "Eight Problems with Common Core Standards." Washington Post. The Washington Post, 21 Aug. 2012. Web. 18 Oct. 2015.
No Child Left Behind (NCLB) is currently the educational policy in the United States. Prior to NCLB the educational policies in effect were “A Nation at Risk, in 1987 America 2000, and a few years later with Goals 2000” (Eisner, 2001, p.21). No Child Left Behind is a test based accountability system used in schools to measure their performance holding the districts, administrators and teachers liable and accountable for the outcomes. Supovitz (2009) States that No Child Left Behind was a major reform initiative intended to bring about widespread improvements in student performance and reduce inequities between ethnic groups and other traditionally under-served populations like economically disadvantaged students, students from major racial
The Common Core State Standards has been adopted by many states in the United States already. This issue is gaining both positive and negative opinions within the education world and society. Some want to know why the standards were created and what the meaning behind these standards is. What is the reasoning for implementing these standards, and why is there so much controversy that follows. Why do these four words cause such controversy? The following will analyze and evaluate The Common Core State Standards in hopes to understand why education is being overtaken by them.
Horsey’s cartoon captures an exaggerated view of what most public school classrooms look like today. With these exaggerations, Horsey is successful in demonstrating the apparent contrast in the ways the arts are treated in comparison to how standardized tests are treated. The machines on some children’s heads shows what schools want students to think about, tests and what they need to do to pass. This illustrates the issues of the current No Child Left Behind laws and epitomizes the way schools and students think.
There are many studies have conducted on the Common Core issue. I am interested in reading and knowing this topic, the Common Core Standards in the American perspective. According to State Standards Initiative, the Common Core State Standards established curricula for English language arts and literacy in history/social studies, science, and technical subjects “the Standards” are the peak of a prolonged effort to carry out the charge supplied by the states to build the generation of K-12 standards to help guarantee that all learners are college and occupation ready in knowledge at the end of high school. (Schutz, n.d.).
In the 1980’s a report called “A Nation At Risk” stated that American children had fallen behind in such subjects as math and science. Thus came the advent of education’s increased focus on literacy and numeracy, accountability and academic standards. These high standards, according to Dumas (2000), are the most significant trend in schools today.
Through the certification process, candidates must compile a portfolio with various pieces of evidence related to general teaching practices and their specific content area. There are videos of whole group and small group lessons, analysis of student work samples and inclusion of artifacts of leadership, professional learning, community involvement and communication that must demonstrate consistent and continuous growth. Throughout the process, you are required to think about what you teach, how you teach and why you teach it a certain way. This constant reflection was revolutionary in my teaching methodology. I knew what metacognition meant but the act of writing it out and defending my thought processes clarified my reasoning and helped me to see patterns that needed to change. As teachers, we constantly reflect on our teaching but until it is articulated, those ideas tend to be nebulous and easily dissolve in the daily duties of our regular lives. I never would have realized the power that the word “because” has until it links a lesson to a child, standard, or
My core educational values define what I believe is necessary tools students need to be successful. Such values are provided by the community of people (educators, parents, business partners) who touch the students’ lives. I value knowledge because without awareness of specific content, students are not able to truly feel a part of society. I value development of skills in order for students to apply their knowledge. When skills are applied, students demonstrate their knowledge and ability to function in our current world. I value critical thinking in our students so they can extend their knowledge and skills to solve complex problems benefitting our present and future. I value citizenship and feel that education has a responsibility to model and nurture character qualities in our students. Educating students is raising them equipped with tools that will enable them to function as contributing participants in a productive society. Knowledge, skills, critical thinking, and citizenship are educational values at the core of developing a student ready for the world’s challenges.
The understandings I have gained from this course have completely revamped my way of teaching. I have been using the unit plan and curriculum map I created in this course for the past two years, and my students enjoy it more and more each year. Learning the importance of using big ideas and essential questions in the classroom have made me a better educator and has assisted my students in learning content and skills that they can transfer to all academic areas and into their everyday lives. I now use big idea and essential questions in every ...
As an educator, there is always room for reflection and growth. Being in this class has provided an opportunity for both. From my knowledge gained in this class I believe that I have become smarter and have learned how to implement different tool into my teaching as well as general life as a teacher. Of the topics discussed in this class, commitment to students, avoiding burnout and reflective practices had the biggest impact on my professional growth.
Council of Chief State School Officers and National Governors Association. (2010). Common Core States Standards. Retrieved from http://www.corestandards.org/