This excellent post will help our Title I teachers find ideas to use in implementing RLS common core standands. What we all need to do is ask....."Is this new strategy helping students learn? How can I tell if this way is better than my old way?
One of my favorite Education Week bloggers is Larry Ferlazzo who elicits responses from his readers. This blog is the first of a 2-part series.
Response: Best Ways to Prepare Our Students for CCSS in Language Arts. Larry Ferlazzo. Education Week: Classroom T & A. 1.20.13.
http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2013/01/response_best_ways_to_prepare_our_students_for_ccss_in_language_arts.html
Did you find ideas that you might try with your reading groups? If you already have used one of strategies in your group, how did it work. Please comment on your reaction to this post.
Monday, January 28, 2013
Saturday, November 3, 2012
New report - Overcoming Barriers Implementing CC
ASCD released a new report funded by the Bill and Melinda Gates Foundation --- "Fulfilling the Promise of the Common core State Standards: Moving from Adoption to Implementation to Sustainability." downloadable from http://educore.ascd.org/resource/Download/1d60f46d-b786-41d1-b059-95a7c4eda420
This article realistically describes the current issues that confront districts and teachers. Educators are unclear about focusing instruction. Not enough opportunity for school leadership to learn and understand the standards and their potential for changing the learning and teaching paradigm. Because of this teachers are 'charging ahead' with short-cut methods such as correlating verbiage to state standards ignoring the level of rigor, mastery, and depth of change needed to meet the expectations of college and career readiness in the Common Core Standards.
Excellent article but I realize that full implementation of Common Core will take some time to happen. All the ducks are scattered about...it will take some time to get them all in a row.
Now that we've started our own shifting of reading and math instruction, is it working for you and your students. More Rigor? More Relevancy? Close reading?
Common Core: 7 Recommendations for Effective Implementation. David Nagel. 11.1.12. The Journal - Transforming Education through Technology
http://thejournal.com/articles/2012/11/01/common-core-7-recommendations-for-effective-implementation.aspx?admgarea=News1
This article realistically describes the current issues that confront districts and teachers. Educators are unclear about focusing instruction. Not enough opportunity for school leadership to learn and understand the standards and their potential for changing the learning and teaching paradigm. Because of this teachers are 'charging ahead' with short-cut methods such as correlating verbiage to state standards ignoring the level of rigor, mastery, and depth of change needed to meet the expectations of college and career readiness in the Common Core Standards.
Excellent article but I realize that full implementation of Common Core will take some time to happen. All the ducks are scattered about...it will take some time to get them all in a row.
Now that we've started our own shifting of reading and math instruction, is it working for you and your students. More Rigor? More Relevancy? Close reading?
Common Core: 7 Recommendations for Effective Implementation. David Nagel. 11.1.12. The Journal - Transforming Education through Technology
http://thejournal.com/articles/2012/11/01/common-core-7-recommendations-for-effective-implementation.aspx?admgarea=News1
What's Happening in California is Happening Here Too!
Actually what is going on in California regarding algebra is going on in many states and districts with other subjects besides algebra. There has been a long-standing debate on when algebra should be taught - 8th or 9th grade. California is now easing up on their law on textbook adoption. Now the state will come up with recommendations, but individual districts are free to make their own choices - not just in text book choices but in other resources including digital.
In developing textbook adoption, California maintains the attitude that there is quality control in state adoption. Many worry that loosening these requirements will affect quality of instruction.
Not all states have state textbook adoption processes. But all states & school districts are finding that resource materials in changing quickly in their quest to "align" to Common Core. The state will be bring a list of supplemental materials to the state board to "bridge the gap" between existing instructional resources and the common core.
My questions to our readers are (1) Should teachers rely on state decisions for textbook adoption? (2) What kinds of instructional resources do classroom teachers need? And who or what entity makes these decisions?
(3) What freedoms should teachers enjoy in individual districts and schools?
Calif. Laws Shift Gears on Algebra, Textbooks. Erik W. Robelsen. 10.24.12. Education Week - Premium Article
http://www.edweek.org/ew/articles/2012/10/24/09textbooks.h32.html?tkn=ZWSFJqCFWeccgL9PEY07F13%2FE7XIm19QeftF&cmp=ENL-CM-NEWS2
In developing textbook adoption, California maintains the attitude that there is quality control in state adoption. Many worry that loosening these requirements will affect quality of instruction.
Not all states have state textbook adoption processes. But all states & school districts are finding that resource materials in changing quickly in their quest to "align" to Common Core. The state will be bring a list of supplemental materials to the state board to "bridge the gap" between existing instructional resources and the common core.
My questions to our readers are (1) Should teachers rely on state decisions for textbook adoption? (2) What kinds of instructional resources do classroom teachers need? And who or what entity makes these decisions?
(3) What freedoms should teachers enjoy in individual districts and schools?
Calif. Laws Shift Gears on Algebra, Textbooks. Erik W. Robelsen. 10.24.12. Education Week - Premium Article
http://www.edweek.org/ew/articles/2012/10/24/09textbooks.h32.html?tkn=ZWSFJqCFWeccgL9PEY07F13%2FE7XIm19QeftF&cmp=ENL-CM-NEWS2
Wednesday, October 31, 2012
Surprising Finding re: Homeless Students in Minneapolis
Interesting article describing the realities of homeless students. First study of homelessness and test scores by Cutili examines not only lower scores but the reasons behind them. Interesting comments by students who somehow find time to do homework. There is a subset of homeless students (45%) who scored average or better than average. Researchers say more studies are required to find out what is being done to support these students in schools.
Our Title I teachers may be teaching homeless students, although they may not be so informed. School administrators can keep this information confidential. If you have taught homeless students before, how have you helped them succeed?
Note: Try using the audio feature on this website. Really neat!
Study: Homeless students in Minneapolis score lower in math reading tests. 10.30.12 Tim Post, Minnesota Public Radio, MPR News.
http://minnesota.publicradio.org/display/web/2012/10/30/education/study-homeless-students/
Our Title I teachers may be teaching homeless students, although they may not be so informed. School administrators can keep this information confidential. If you have taught homeless students before, how have you helped them succeed?
Note: Try using the audio feature on this website. Really neat!
Study: Homeless students in Minneapolis score lower in math reading tests. 10.30.12 Tim Post, Minnesota Public Radio, MPR News.
http://minnesota.publicradio.org/display/web/2012/10/30/education/study-homeless-students/
Wisconsin : Race to the Top Early Learning Challenge
The Race to the Top - Early Learning Challenge http://www2.ed.gov/programs/racetothetop-earlylearningchallenge/index.html is a recent addition to the overarching Race to The Top Initiative. Awards will be announced by the end of the year. Wisconsin was not awarded the grant on the first round.
I've tried to find what the 2nd submission looks like but could not find it on the DPI website. If someone finds it, please let me know. Please post a comment with the link for other readers of this post.
( I'll post the results of the competitive grant at the end of the year when the winners are announced.)
5 States Pursue Second Round of Race to the Top Early Learning Challenge. David Nagel. 10/30/12. theJournal.com (Transforming Education Through Technology)
http://thejournal.com/articles/2012/10/30/5-states-pursue-second-round-of-race-to-the-top-early-learning-challenge.aspx?admgarea=News1
I've tried to find what the 2nd submission looks like but could not find it on the DPI website. If someone finds it, please let me know. Please post a comment with the link for other readers of this post.
( I'll post the results of the competitive grant at the end of the year when the winners are announced.)
5 States Pursue Second Round of Race to the Top Early Learning Challenge. David Nagel. 10/30/12. theJournal.com (Transforming Education Through Technology)
http://thejournal.com/articles/2012/10/30/5-states-pursue-second-round-of-race-to-the-top-early-learning-challenge.aspx?admgarea=News1
Governor's Veto Powers Over DPI - Struck Down
Wisconsin has been in the news recently in matters pertaining to the governor's power over supervision of the state schools. A ruling from a Dane country judge ruled that authority over the state department of public instruction is the responsibiltiy of the state superintendent of schools. This part of Act 21 was ruled unconstitutional. The matter is being appealed.
Please keep any comment you may have non-political which is a policy I would like to retain in my blog.
Wis. Judge Overturns Gov.'s Education Powers. 10.30.12 Associated Press. Madion, WI .Education Week
http://www.edweek.org/ew/articles/2012/10/30/561020wieducationrules_ap.html?cmp=ENL-EU-NEWS2 Note: Unless you are a "registered guest," Education Week will not allow the full article to be shown.
Because of this restriction, I looked in JS Online and found another article about the same decision
Judge strikes down law giving Walker new powers in setting DPI rules. 10.30.12 Jason Stein. JSOnline
http://www.jsonline.com/news/statepolitics/judge-strikes-down-law-giving-walker-new-powers-in-setting-dpi-rules-9l7dot5-176458541.html
Please keep any comment you may have non-political which is a policy I would like to retain in my blog.
Wis. Judge Overturns Gov.'s Education Powers. 10.30.12 Associated Press. Madion, WI .Education Week
http://www.edweek.org/ew/articles/2012/10/30/561020wieducationrules_ap.html?cmp=ENL-EU-NEWS2 Note: Unless you are a "registered guest," Education Week will not allow the full article to be shown.
Because of this restriction, I looked in JS Online and found another article about the same decision
Judge strikes down law giving Walker new powers in setting DPI rules. 10.30.12 Jason Stein. JSOnline
http://www.jsonline.com/news/statepolitics/judge-strikes-down-law-giving-walker-new-powers-in-setting-dpi-rules-9l7dot5-176458541.html
Old Topic, New Interest (?) in Timed Tests
This excellent article from TeacherMagazine.com became a premium article in Education Week Teacher. Now with a larger audience, perhaps this important topic an be addressed seriously. In our current system, only students IEPs or 504 programs are allowed extra time in taking standardized tests. Why should students have to go through M-team evaluations before being allowed more time in testing. Educators know that time is a false metric so why do we allow this to continue to happen?
Maybe, maybe this topic will get the headlines it deserves and in the current environment of new test creation, the matter can be dealt with fairly. Amen!
As you can tell, I am convinced that timed tests do not offer a reliable way to assess student understanding of a topic. I do agree, however, that some skills do need timed tests to achieve automaticity....prime examples: basic math facts or basic sight words. What are your feelings about this topic? More importantly, if you agree, how do you think timed testing could be permanently dropped in student assesments?
Please share your thoughts.
Off the Clock: Giving Students More Time to Demonstrate Learning. Kyle Redford. Education Week Teacher - premium article courtesy of TeacherMagazine.com
http://www.edweek.org/tm/articles/2012/10/30/fp_redford_time.html?tkn=LRCFk6ssIGZ72TeypHQyZHd90J6cq3QYe2wY&cmp=clp-sb-ascd
Maybe, maybe this topic will get the headlines it deserves and in the current environment of new test creation, the matter can be dealt with fairly. Amen!
As you can tell, I am convinced that timed tests do not offer a reliable way to assess student understanding of a topic. I do agree, however, that some skills do need timed tests to achieve automaticity....prime examples: basic math facts or basic sight words. What are your feelings about this topic? More importantly, if you agree, how do you think timed testing could be permanently dropped in student assesments?
Please share your thoughts.
Off the Clock: Giving Students More Time to Demonstrate Learning. Kyle Redford. Education Week Teacher - premium article courtesy of TeacherMagazine.com
http://www.edweek.org/tm/articles/2012/10/30/fp_redford_time.html?tkn=LRCFk6ssIGZ72TeypHQyZHd90J6cq3QYe2wY&cmp=clp-sb-ascd
Subscribe to:
Posts (Atom)