Month: March 2015

What Common Core IS and ISN’T

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There have been many jokes, comments, and criticisms against Common Core State Standards (aka Common Core/CC/CCSS). Many of them are made in ignorance; whether in not understanding the new standards or methods, I’m not sure. So let’s take a look at what Common Core is and isn’t.

What Common Core Is

Common Core is a group of standards (goals or objectives) that are set for all students. Some states have pulled out of Common Core, but still have their own state standards that are set for their students. CCSS simply states that for all students in Grade X, they will meet these objectives, regardless of where they live. So what 5th graders in CA are learning, is the same as what 5th graders in MI are learning. According to Common Core State Standards Initiative:

State education chiefs and governors in 48 states came together to develop the Common Core, a set of clear college- and career-ready standards for kindergarten through 12th grade in English language arts/literacy and mathematics. Today, 43 states have voluntarily adopted and are working to implement the standards, which are designed to ensure that students graduating from high school are prepared to take credit bearing introductory courses in two- or four-year college programs or enter the workforce.

Seems pretty benign, right? One would think so. So why all the hate? Some groups have twisted the facts, and money makers (i.g. textbook companies) have put their own spin on it.

What Does a Standard Look Like?

Here are some Language Arts and Math Standards at different grade levels:

  • 3rd Grade Language Arts: CCSS.ELA-LITERACY.RF.3.3.C
    Decode multisyllable words.
  • 7th Grade Writing: CCSS.ELA-LITERACY.W.7.7
    Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
  • 1st Grade Math: CCSS.MATH.CONTENT.1.NBT.C.6
    Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
  • 5th Grade Math: CCSS.MATH.CONTENT.5.NF.B.6
    Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

What Common Core Isn’t

It isn’t a Standardized Test – The high stakes testing came about during George W. Bush’s Presidency with the introduction of No Child Left Behind. It also tied test scores to sanctions against poor performing schools.

It isn’t a specific way of solving a math problem; a method – Yes, both examples of math standards (above) state two (2) ways to solve. HOWEVER, nowhere does it state that a student must draw a subtraction problem in one particular way. NOR does it state that there is one correct equation format. Ideally, a teacher models several methods and the student chooses the one(s) that is/are right for him/her. The idea is to have the students actively thinking and solving problems in various ways.

It isn’t the same – No longer are we teaching the ‘shortcuts’. For example, telling students to regroup or ‘borrow’ with a problem like: 34 – 19. No longer do we just say, ‘More on the top, no need to stop; More on the floor go next door‘ without explaining (and showing through various models) why. It’s now about the deeper understanding.

Still Against Common Core?

Which standard should your child NOT learn?

Spring Cleaning

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The things you find when you start cleaning house. This weekend I had had enough of my desk, in my home office. It was getting out of control! As I was sifting through everything, I ran across an article about something I started in October of 2008. I was ‘Skyping’ in the classroom before it was trendy.

I had to reread the article to remind myself of some of the details. The basics were that another teacher in the district (at another site) and I video chatted – well, our students did. I had gone to a meeting at our county office of education and gotten the idea from something I had seen there. We used Apple products – what our district invested in at the time – and iChat to communicate. We began with a closed network.

We had a great time that year. We began by focusing on speaking and listening skills, as many of our students were second language learners. We ‘met’ most Wednesdays to talk and share. At the end of the year, we met at a local non-profit art gallery. They were kind enough to let us use their backyard space for a picnic and gathering.

I love when spring cleaning results in such a treasure!

Inspiring Teachers

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Lately I’ve been thinking, what makes a great teacher, an inspiring teacher?  What characteristics do they possess? Who do I aspire to be like?

creative commons licensed ( BY-NC-SA ) flickr photo shared by courosa

1. Sharing is Caring

These people share everything they do – FREELY. They share their ideas, successes, and failures. Whether they are sharing with people in the department, site, or on the Internet via blogging or tweeting. They realize that by sharing, not only are they impacting their students, they can impact hundreds.

2. It’s Not About Them

This goes along with sharing. These teachers realize that education is bigger than them, or their classrooms. It’s about helping to create thinkers, doers, and problem solvers. They understand that what they do is for the greater good.

3. Connected

These educators realize that in order to grow and learn, they need to seek out others. You can find them on Twitter, Google+, LinkdIn, writing blogs, etc. They attend conferences, local and otherwise.

4. A Need to Learn

The learning never stops. Thus the conferences, blog reading, #brewcues, #coffeecues, and ed tech meet-ups. They go back to school, enroll in MOOCs, or take courses. There is a constant need to learn and improve themselves.

5. Collaborators

Along with sharing and being connected, collaboration is another key. They listen, and welcome, other ideas. The act of building upon one another’s ideas is a regular conversation.

6 Humble and Uplifting

When I really thought about it, I realized these people are humble about their abilities and help others along on their journey. This, I think, is by far their greatest asset.

These are the qualities of a great teacher. This is what I aspire to be.