Transcript Introduction to the Common core for parents

INTRODUCTION TO THE
COMMON CORE FOR
PARENTS
Presenters:
Erika Shanoff, Instructional Literacy Coach
South Seminole Middle School
Pattie Reda, Instructional Literacy Coach
Millenium Middle School
Agenda:
 Something to Think About
 What is the Common Core?
 Myths vs. Facts
 Florida Transitions
 The Big Ideas
 Shifting Demands
 What can Parents do to Help?
 Questions and Answers
 A Parting Thought
SOMETHING TO THINK ABOUT:
If we teach today, as we taught yesterday, we
rob our students of tomorrow.
-John Dewey
What is the Common Core?
 The Common Core State Standards (CCCS) provide a consistent, clear
understanding of what students are expected to learn at each grade
level.
 CCSS provide all students with instruction and learning based on
research and collaboration. Students problem solve, support answers
with evidence, and think more clearly.
 CCSS support students becoming active learners who track and
monitor their learning and seek their own answers. Students use
multiple sources of data to guide their achievement goals.
 CCSS are a coherent progression of learning expectations designed to
prepare K-12 students for college and career success.
 CCSS prepare students to fully compete in a global economy.
Myth vs. Fact
Myth: The Standards are not research or evidence
based.
Fact: The Standards have made careful use of a large
and growing body of evidence. The evidence base
includes scholarly research, surveys on what skills
are required of students entering college and
workforce training programs, assessment data
identifying college-and-career- ready performance,
and comparisons to standards from high-performing
states and nations.
Myth vs. Fact
Myth: The Standards tell teachers what to teach.
Fact: The best understanding of what works in the
classroom comes from the teachers who are in them.
These standards will establish what students need to
learn, but do not dictate how teachers should teach.
Instead, schools and teachers will decide how best to
help students meet the expectations for each of the
standards.
Myth vs. Fact
Myth: The Standards are a national curriculum for
our schools.
Fact: The standards are not a curriculum. They are a
clear set of shared goals and expectations for what
knowledge and skills our students need for future
success. Local districts decide how the standards
will be met. Teachers devise lesson plans and tailor
instruction to individual needs in the classroom.
Myth vs. Fact
Myth: The Standards only include skills and do not
address the importance of content knowledge.
Fact: The standards recognize the importance of
both content and skills.
Florida Transitions to
Common Core State Standards
Next Generation Sunshine State
Standards (NGSS)
Common Core State Standards
(CCSS)
• Standards-based instruction
• Test item specifications guide development of
curriculum maps
• Focus mini-assessments aligned to individual
benchmarks and used to monitor student
progress
• Teaching benchmarks in isolation results in
long lists of tasks to master
• Standards-based instruction facilitated by
learning goals
• Big Ideas and learning goals guide the
development of curriculum maps
• Learning progressions or scales describe
expectations for student progress in attaining
the learning goals
• Assessments used to monitor student
progress are aligned directly to the learning
progressions or scales
• Teaching big ideas narrows the focus and
allows students to delve deeper for a greater
depth of understanding
Big Ideas:
Transitioning from NGSS to CCSS
• Higher Order Thinking
• Problem Solving
• Writing Across the
Curriculum
• Writing to Think
• Differentiated
Instruction
• Providing Evidence
Shifting Demands
Shifts in English Language Arts
• Balancing Informational and
Literary Text
• Building knowledge in the
disciplines
• Staircase to complexity
• Text-based answers
• Writing from sources
• Increase academic vocabulary
Shifts in Mathematics
• Focus on key topics
• Build skills within and across
grades
• Develop speed and accuracy
• Demonstrate understanding
• Apply skills to real world
scenarios
• Think fast and solve problems
How Can Parents Help with Literacy!
• Supply more non-fiction reading material and series of texts
on topics of interest.
• Find more challenging texts and read together.
• Know what grade level readings are appropriate and discuss
the readings and ideas in the text.
• Read aloud or separately, the same book and discuss
questions that need evidence from the text to support the
answer.
• Encourage writing at home.
• Talk to your child, read to your child, listen to your child,
have fun with your child!
How Can Parents Help with Math!
• Know what the key concepts are for your child per grade level.
• Ask your child’s teacher about their progress.
• Be aware of previous year’s struggles and how it will affect present
learning.
• Advocate for your child and ensure that support is given for “gap”
skills (factors, multiples, area and perimeter of basic shapes).
• Push memorization of basic math facts.
• Spend time practicing at home.
• Ask your child to solve math problems that come up in your daily life
and explain the process and reason (telling time on an analog clock,
measuring for a recipe, making change, find the percentage off, etc.).
Summary Video
https://www.youtube.com/watch?v=yll0fJrUAWE (5 minutes)
Questions and Answers
A PARTING THOUGHT…
“Learning is not a spectator sport. Students do not learn just sitting in classes listening to
teachers, memorizing prepackaged assignments, and spitting out answers. They have to talk about
what they are learning, write reflectively about it, relate it to past experiences, and apply it to their
daily lives. They must make what they learn part of themselves.”
-Chickering &Gamson (1987)