This presentation was a panel discussion focusing on teachers as technology coaches. Technology coaches have been found to be the most effective form of professional development. The benefit of a coach is that they provide a safety net to teachers who need assistance in technology integration.
Elements of Effective Coaching:
- Building relationships with teachers. Knowing the tech is part of it, but building rapport is important.
- Making the discussion/tech relevant
- Reflection. Have teachers reflect on what was effective, successful. Coach reflect on training - what is successful
- Build trust. Teachers need to feel that they can rely on coaches.
- Observation. What are their behaviors? What could they be doing differently in the classroom.
- Teachers are looking for a peer, not a trainer or supervisor. Coaching is a two way street.
- Start with those who are comfortable working with a coach.
Elements of Ineffective Coaching:
- Do not enable a teacher. Some teachers want you to come in and teacher the kids how to use a piece of software. Coaching is not teaching the kids. Coaching is teaching the teacher and modeling so they can be empowered to teach.
- It's not about the tool. It is about the end result. What do you want to do?
- Leaving out the high flyers. If you leave out the ones you assume are tech-learned, you will create a wall in which they feel left out. Work with all levels.
How do the roles of coaches impact highly effective digital age teaching and learning?
Digital learning allows independence among student learners. Coaching teachers in digital learning means that teachers can differentiate in challenging situations. Teachers are looking for solutions. Technology for the sake of technology is not what we are saying, but embracing new skills to provide solutions will make teachers more effective.
As an example, when implementing iPads in a district, it was found that having peer coaches allowed teachers to use iPads more effectively than if they had minimal training or if just given iPads with no training.
Evaluating Coaching:
Developing a portfolio for teachers is a good way to show growth. Focus groups also allow teachers to discuss needs, ask questions, and work with coaches to evaluate new tech. Developing an evaluation tool so teachers can evaluate their own experiences can be helpful - during pre and post training.
The most effective coaches are those who still work in the classroom, or self nominate and go through training.
How does effective coaching transform education?
Coaches don't always play the role of expert. This puts you in a position where teachers will sit back and have you do all the work. This creates learned helplessness. The solution is to create inquiry. What would you do? How would we solve this? This way allows the teacher to own the solution. The goal is to help them learn the capacity to solve their own problems. Coaches model collaboration which allows teachers to pick up those skills shown or discussed. Coaches help to develop networks of learning (PLNs).
Also, coaches need to work closely with principals. How does coaching fit with school improvement plan? How does coaching fit with school goals? Have a meeting with each principal so that the coach receives the proper support and the principal is able to receive information about the good things that are coming from coaching.
The best way to use technology is through inquiry. Ask questions. By modeling what they should do with their kids, you help the teacher teach the kids about self directed learning and inquiry.
What are the challenges to creating and sustaining a coaching model?
Time- It's great if someone has the primary job of coach, but this is not always possible. Some coaches work on release time. Work with administrators to remove some of those time barriers. Sub time works, as well as an extra plan hour dedicated to coaching.
Training - There should be training up front and professional development to build coaching skills in order for them to be effective.
Staff culture - Developing a rapport or trust with teachers is important. It takes time and support from the administration to develop a culture which establishes an effective coaching relationship. Communication of the impact of coaching - portfolios, successes, etc - is important to developing culture as well.
Resources:
-For ipads and reading, check out - http://fusd1.org/iread
-ISTE has a special interest group for teachers - #SIGETC
-Backchannel for discussion - http://todaysmeet.com/ISTECoaches
- Posted using BlogPress from my iPad
Social Media Links
Jun 25, 2013
Beyond the Apps: A Pedagogical Approach to the iPad #ISTE2013
This session was presented by Aaron Svoboda, secondary learning coach, Kearney Public Schools
@Mr_Svoboda
The presenter starts by saying that he is tired of attending workshops where the speaker just talked about neat apps or "hey there's an app for that!" discussions. He feels there needs to be more meaningful discussion on designing lessons with the iPad. He is big on Madeline Hunter and promotes the principle of pedagogical design and purpose driven learning.
Check out his site here: https://sites.google.com/site/svobodagct/beyond-the-apps
Why ipads?
-In terms of a modes of delivery, he uses Wikispaces or google sites.
-Kids want to use the iPad, so it automatically engages them.
-The iPad provides a contained learning environment - everything is right in front of you.
Tools he uses:
-Quizlet
-Youtube
-Safari montage
-Socrative
-Mentimeter
Anticipatory Set
When working with kids, he starts with an anticipatory set. Question them and give them an activity or discussion topic to start with. It can be a quiz or a sharing of ideas using one of the tools above.
Objectives and Purpose
Then he moves on to the objective and purpose. Not necessarily what you're doing as much as why. He uses Google Forms to get feedback from students on their level of understanding on an objective. Allows them to interact with the objective.
Instructional input
Ways material can be delivered:
-Slide Decks
-Video
-Text
-Field trips
-Slide Share
-Google presentations
-YouTube
-Google docs video
-Websites
Tips for instruction:
Chunk instruction. Break up topics with activities; provide opportunities for understanding.
Modeling
Demonstrate understanding to your kids. In terms of the iPad, the teacher should be using the iPad in the same way as the kids so they know where they are or should be. Do as you want them to do.
Check for understanding
This is something that should happen throughout the lesson. It allows kids time to process and digest information. Teachers should provide multiple checks and do it between instruction to chunk - see above.
Guided Practice
Students are given time to work with the information. Support is present either in the form of the teacher or peers. Aaron is a big fan of Quizlet.
Independent practice
Time when the teacher is not available. With making info available on a website, the info is on 24/7. The student can work and review at any time.
Closure
This he feels is often the most underused step in learning. This is the time when students summarize and share what they have learned for clarification. To show understanding he has his students use a google form to write/respond with what they have learned.
- Posted using BlogPress from my iPad
@Mr_Svoboda
The presenter starts by saying that he is tired of attending workshops where the speaker just talked about neat apps or "hey there's an app for that!" discussions. He feels there needs to be more meaningful discussion on designing lessons with the iPad. He is big on Madeline Hunter and promotes the principle of pedagogical design and purpose driven learning.
Check out his site here: https://sites.google.com/site/svobodagct/beyond-the-apps
Why ipads?
-In terms of a modes of delivery, he uses Wikispaces or google sites.
-Kids want to use the iPad, so it automatically engages them.
-The iPad provides a contained learning environment - everything is right in front of you.
Tools he uses:
-Quizlet
-Youtube
-Safari montage
-Socrative
-Mentimeter
Anticipatory Set
When working with kids, he starts with an anticipatory set. Question them and give them an activity or discussion topic to start with. It can be a quiz or a sharing of ideas using one of the tools above.
Objectives and Purpose
Then he moves on to the objective and purpose. Not necessarily what you're doing as much as why. He uses Google Forms to get feedback from students on their level of understanding on an objective. Allows them to interact with the objective.
Instructional input
Ways material can be delivered:
-Slide Decks
-Video
-Text
-Field trips
-Slide Share
-Google presentations
-YouTube
-Google docs video
-Websites
Tips for instruction:
Chunk instruction. Break up topics with activities; provide opportunities for understanding.
Modeling
Demonstrate understanding to your kids. In terms of the iPad, the teacher should be using the iPad in the same way as the kids so they know where they are or should be. Do as you want them to do.
Check for understanding
This is something that should happen throughout the lesson. It allows kids time to process and digest information. Teachers should provide multiple checks and do it between instruction to chunk - see above.
Guided Practice
Students are given time to work with the information. Support is present either in the form of the teacher or peers. Aaron is a big fan of Quizlet.
Independent practice
Time when the teacher is not available. With making info available on a website, the info is on 24/7. The student can work and review at any time.
Closure
This he feels is often the most underused step in learning. This is the time when students summarize and share what they have learned for clarification. To show understanding he has his students use a google form to write/respond with what they have learned.
- Posted using BlogPress from my iPad
Windows Surface R/T Tablet - Firmware -ISTE 2013
Many teachers at ISTE took advantage of the Windows in the Classroom Experience as I did. One piece of information that is good to know is that the Surface tablets have a Firmware update that is available as of June 2013. You will need to update your tablet to make sure it is in good working order.
To do this:
1. Swipe from right to left on right side of screen
2. Choose change PC Settings
3. Choose windows update
4. If firmware update is available, choose install and restart
Note: Your Windows Surface Tablet battery must be at 50% or more to perform the update.
- Posted using BlogPress from my iPad
To do this:
1. Swipe from right to left on right side of screen
2. Choose change PC Settings
3. Choose windows update
4. If firmware update is available, choose install and restart
Note: Your Windows Surface Tablet battery must be at 50% or more to perform the update.
- Posted using BlogPress from my iPad
Boost Performance with ISTE’s NETS for Technology Coaches -ISTE 2013
This session was presented by Dr. Jo Williamson & Dr. Traci Redish Kennesaw State University
The purpose of this session is to help tech coaches locate and understand the handouts, rubrics, and information for technology standards. The new NETS-C standards cover standards for Tech Coaches. The rationale behind the standards:
*Focuses on helping teachers, Providing PD
*Reflects recent literature in PD
Who are Tech Coaches?
*Those who provide direct support to teachers as they implement technology effectively to support teaching and learning.
*Technology Specialists, Technology Integration Specialists, Technology
Trainers, ICT coordinators, etc.
*Full-time coaches, part-time coaches, full-time teachers
NETS-C Standards (6)
1. Visionary Leadership (4 elements)
2. Teaching, Learning, & Assessment (8)*
3. Digital-age Learning Environments (7)*
4. Professional Development & Program
Evaluation (3)
5. Digital Citizenship (3)
6. Content Knowledge & Professional Growth (3)
http://www.iste.org/docs/pdfs/nets-c.pdf?sfvrsn=2
These standards did not exist in the past, but with the movement toward more technology in the classroom, and the need for instructional technology coaches, they were developed.
Strategies for maximizing impact of tech coaches:
*Identify where coaches are needed.
*Identify specific coaching areas needing improvement
*Identify where coaches are performing well
*Identify where professional learning for coaches is needed.
The standards are performance standards and area guideline to explain the level at which effective tech coaches should be performing - Tech Coaches meet or exceed the standards.
There are also NETS-T standards that the speaker feels should be part of any teacher training program. http://www.iste.org/docs/pdfs/nets-t-standards.pdf?sfvrsn=2. Beyond this, there is a movement to establish or identify the need for tech coaches in schools. Many schools across the country do not have tech coaches. There is a big need as common core and tech integration grow. Communities need to find advocates to establish these positions in districts to assist veteran and beginning teachers with technology integration.
If you want more information on Tech Coaching:
Download the white paper from ISTE - http://www.iste.org/learn/coaching-white-paper
Instructional Coaching by Jim Knight -http://books.google.com/books/about/Instructional_Coaching.html?id=6xhT3r1KERYC
Peer Coaching - Peer Ed http://peer-ed.com/pc.html
- Posted using BlogPress from my iPad
The purpose of this session is to help tech coaches locate and understand the handouts, rubrics, and information for technology standards. The new NETS-C standards cover standards for Tech Coaches. The rationale behind the standards:
*Focuses on helping teachers, Providing PD
*Reflects recent literature in PD
Who are Tech Coaches?
*Those who provide direct support to teachers as they implement technology effectively to support teaching and learning.
*Technology Specialists, Technology Integration Specialists, Technology
Trainers, ICT coordinators, etc.
*Full-time coaches, part-time coaches, full-time teachers
NETS-C Standards (6)
1. Visionary Leadership (4 elements)
2. Teaching, Learning, & Assessment (8)*
3. Digital-age Learning Environments (7)*
4. Professional Development & Program
Evaluation (3)
5. Digital Citizenship (3)
6. Content Knowledge & Professional Growth (3)
http://www.iste.org/docs/pdfs/nets-c.pdf?sfvrsn=2
These standards did not exist in the past, but with the movement toward more technology in the classroom, and the need for instructional technology coaches, they were developed.
Strategies for maximizing impact of tech coaches:
*Identify where coaches are needed.
*Identify specific coaching areas needing improvement
*Identify where coaches are performing well
*Identify where professional learning for coaches is needed.
The standards are performance standards and area guideline to explain the level at which effective tech coaches should be performing - Tech Coaches meet or exceed the standards.
There are also NETS-T standards that the speaker feels should be part of any teacher training program. http://www.iste.org/docs/pdfs/nets-t-standards.pdf?sfvrsn=2. Beyond this, there is a movement to establish or identify the need for tech coaches in schools. Many schools across the country do not have tech coaches. There is a big need as common core and tech integration grow. Communities need to find advocates to establish these positions in districts to assist veteran and beginning teachers with technology integration.
If you want more information on Tech Coaching:
Download the white paper from ISTE - http://www.iste.org/learn/coaching-white-paper
Instructional Coaching by Jim Knight -http://books.google.com/books/about/Instructional_Coaching.html?id=6xhT3r1KERYC
Peer Coaching - Peer Ed http://peer-ed.com/pc.html
- Posted using BlogPress from my iPad
The Best Moodle Tools You've Never Used ISTE 2013
Presented by Michelle Moore
http://bit.ly/moorebesttools - slides from presentation.
Michelle's presentation is based on experience working with schools who are Moodle users. As she worked with each school she began to notice that there were tools that the schools were not taking full advantage of.
Using Moodle 2, there are several tools of which many schools are not aware. A short list she mentions includes:
Book
Lesson
Glossary
Workshop
Conditional activities
These are not plugins and are native to Moodle 2.0
Book:
When created, a book activity includes navigation buttons and a glossary.
This can be incorporated into 1.9 as a plugin. This tool allows you to provide content in chunks, it is easy to access, and easy to edit. Pages or whole books can be printed from inside Moodle. One benefit is that it provides multiple pages of content combined into one package rather than several individual page links. This reduces the number of links on a course page. It is more compatible with mobile devices as well. Students can automatically link to pages too. One step editing allows you to edit faster. No need to create a word doc, upload and then g back trough several steps to update later. Auto-linking is available for this tool, which means that as a title of an activity is created, Moodle automatically creates a link to it. Auto linking can be turned on in the admininstrator settings.
Ideas for the book module would be to include student generated content on the site. Student presentations can be created in this format. This is a great way to share public information on the front page of your Moodle site. In any case, books allow use of text, photos, video, and audio files.
Lesson:
Similar to book with additional advantages. It does show content in page format, but you can step customize the nav buttons. Content can include questions or a check for understanding along the way which can be tracked. This helps students understand what you think is important. This tool also allows self-directed learning, meaning students can choose the path they take trough the document. The biggest advantage is that this tool increases learner engagement.
Ideas for this tool include presenting student generated content, projects, or a project guide. A project guide allows new users in a course to utilize a walk-through for the course - Seamless orientation.
Glossary:
This tool is used to share terminology. This is especially useful for new users/students in a course. Also a good tool to share best practices, collections of web links, etc.... Items can be searched and rated by student users. Students can print and contribute to the glossary as well. Glossary terms are auto-linked. Glossary can be setup as a bio list of users. Use random glossary entry block to show new glossary items each day.
Ideas for this tool include we link collection, FAQs, forms database, biographies, etc....
Workshop:
Difficult to learn, but great tool. This is a peer review or peer assessment tool. Students can complete work, or answer questions, and submit to Moodle. Then the instructor can determine which students evaluate each other. The evaluation tool can be setup by the instructor. Students are forced to evaluate the number of students you determine and then the end result is that you receive a feedback grade based on peer review. Note: This tool was used in my graduate classes and works very well!
This could be used as an online evaluation for a face to face presentation.
Conditional Activities:
This item may be disabled by default, so you'll need to turn it on (admin leader). Conditions on an activity can be set by date or on completion of an another activity. Conditions can be set based on grade or performance. For instance, if a student scores 60% or below, a condition could be set to have them redo a previous activity. Wonderful for differentiated instruction or remediation. Could also be used for game play.
- Posted using BlogPress from my iPad
Jun 24, 2013
Flipping the Classroom - ISTE 2013 #ISTE2013
Yesterday at ISTE 2013, I attended a breakout session facilitated by John Bergmann and Aaron Sams. They did an outstanding job and I thoroughly enjoyed their presentation. I had been using an app that allows me to edit and then post directly to my blog, but it lost the entire post when I hit send. As a result, this is my attempt to repost my thoughts.
First of all, Bergmann and Sams have come a long way since they started flipping their classrooms. Many people think they started out full flip, but as they said in their presentation, it took them 6 years to get where they are today. As they spoke, they reinforced the idea that flipping is not the same for every student and for every teacher. Some teachers start out small and flip their lectures, while others flip utilizing many resources such as interactive objects in which students explore content as inquiry based learning, in addition to videos, books, etc....
Students do not always get the same experience out of the flipped classroom, so it is up to the teacher as facilitator to manage those students and help them along the way. As Bergmann and Sams stated, they have students all along the spectrum, who either get it and are able to master concepts and move on, or need a little more coaching from their teacher or peers. That bit of coaching and facilitating to all students helps to establish a relationship that is important to learning. Although they mention that we need to teach students that learning is their responsibility, Bergmann and Sams say that establishing a coaching rapport helps.
While they say that teachers occupy many different spots along the flipped continuum, they say that teachers usually do best when they rely 15% of the time on pre-created materials and 85% of the time on material they have created themselves (This is a total paraphrasing of what they said, but I hope it serves well). The reason there is an emphasis on more self-created videos is because it goes a long way into reinforcing the teaching relationship with students.
Teaching for Tomorrow: Flipped Learning with Aaron Sams
First of all, Bergmann and Sams have come a long way since they started flipping their classrooms. Many people think they started out full flip, but as they said in their presentation, it took them 6 years to get where they are today. As they spoke, they reinforced the idea that flipping is not the same for every student and for every teacher. Some teachers start out small and flip their lectures, while others flip utilizing many resources such as interactive objects in which students explore content as inquiry based learning, in addition to videos, books, etc....
Students do not always get the same experience out of the flipped classroom, so it is up to the teacher as facilitator to manage those students and help them along the way. As Bergmann and Sams stated, they have students all along the spectrum, who either get it and are able to master concepts and move on, or need a little more coaching from their teacher or peers. That bit of coaching and facilitating to all students helps to establish a relationship that is important to learning. Although they mention that we need to teach students that learning is their responsibility, Bergmann and Sams say that establishing a coaching rapport helps.
While they say that teachers occupy many different spots along the flipped continuum, they say that teachers usually do best when they rely 15% of the time on pre-created materials and 85% of the time on material they have created themselves (This is a total paraphrasing of what they said, but I hope it serves well). The reason there is an emphasis on more self-created videos is because it goes a long way into reinforcing the teaching relationship with students.
Teaching for Tomorrow: Flipped Learning with Aaron Sams
Common core Tech Workshop- ISTE 2013
This workshop by CDW-G focuses on common core and technology integration in school districts across the country. http://www.cdwg.com/CommonCoreTech
Joanna Antoniou
Passaic, NJ.- technology coordinator. Leads a 30 teacher PD Pilot group that focuses on teacher PD and instructional shift with CC.
Doug Renfro- instructional Designer- Metro Nashville Schools. Focusing on instructional shift as well. Using librarians to implement shift in each building. Writing technology plan using a team of teachers, students, and community.
Jeff Fletcher- SETDA- State Educational Technology Directors Assoc. Working closely with Smarter Balance and PARRC to help with implementation of CC. Change instruction prior to online testing to give students online experience. SETDA recommends 100 Mbps per 1000 students by 14/15 and 1Gbps per 1000 by 16/17. Recommends shift away from print textbooks.
3/4 of IT professionals expect common core to have positive impact on their district. See report at http://www.cdwg.com/CommonCoreTech
56% of all computers registered in tech readiness tool are windows xp. New specs will require districts to upgrade. This forced upgrade due in part by xp being phased out of update cycle allows students to use more up to date tech.
IT directors report that preparing to meet CC requirements is one of top three priorities. PD is important as well. Teaching teachers how to use tech is important in order to ensure tech implementation goes smoothly.
Common concerns:
-Budget to support change - 76%
-IT support staff - 69%
-Technology for student assessment - 62%
-Classroom technologies - 60 %
-Strong IT infrastructure - 55%
-Reliable Wifi - 55%
Districts have found that by setting up a plan of implementation with targeted goals, and by involving the community, they are kept accountable and are pressured to make the technological shift occur in a timely manner.
Options for setting up common core testing:
-Computer labs - 75%
-One to many carts -37%
-One to one -29%
-BYOD -17%
-Virtual Desktop -9%
Students should test in an environment similar to the one they learned in, meaning that students need to utilize more technology in instruction and in producing work. Creates a need for a big push toward technology in the classroom.
An additional benefit of integrated technology, in addition to that stated above, is that technology in the hands of a student is better than paper/pencil for special needs students.
Recommendations:
-Move forward confidently - strong infrastructure and updated/upgraded tech is important moving forward.
-Share your vision with others - communicate your vision of change with all stakeholders.
-Focus on good instruction/teaching - it's not about the tech. It's about he students.
-Prepare for more change- assess your program after a year to see whether goals have been met or if new benchmarks need to be established.
- Posted using BlogPress from my iPad
Joanna Antoniou
Passaic, NJ.- technology coordinator. Leads a 30 teacher PD Pilot group that focuses on teacher PD and instructional shift with CC.
Doug Renfro- instructional Designer- Metro Nashville Schools. Focusing on instructional shift as well. Using librarians to implement shift in each building. Writing technology plan using a team of teachers, students, and community.
Jeff Fletcher- SETDA- State Educational Technology Directors Assoc. Working closely with Smarter Balance and PARRC to help with implementation of CC. Change instruction prior to online testing to give students online experience. SETDA recommends 100 Mbps per 1000 students by 14/15 and 1Gbps per 1000 by 16/17. Recommends shift away from print textbooks.
3/4 of IT professionals expect common core to have positive impact on their district. See report at http://www.cdwg.com/CommonCoreTech
56% of all computers registered in tech readiness tool are windows xp. New specs will require districts to upgrade. This forced upgrade due in part by xp being phased out of update cycle allows students to use more up to date tech.
IT directors report that preparing to meet CC requirements is one of top three priorities. PD is important as well. Teaching teachers how to use tech is important in order to ensure tech implementation goes smoothly.
Common concerns:
-Budget to support change - 76%
-IT support staff - 69%
-Technology for student assessment - 62%
-Classroom technologies - 60 %
-Strong IT infrastructure - 55%
-Reliable Wifi - 55%
Districts have found that by setting up a plan of implementation with targeted goals, and by involving the community, they are kept accountable and are pressured to make the technological shift occur in a timely manner.
Options for setting up common core testing:
-Computer labs - 75%
-One to many carts -37%
-One to one -29%
-BYOD -17%
-Virtual Desktop -9%
Students should test in an environment similar to the one they learned in, meaning that students need to utilize more technology in instruction and in producing work. Creates a need for a big push toward technology in the classroom.
An additional benefit of integrated technology, in addition to that stated above, is that technology in the hands of a student is better than paper/pencil for special needs students.
Recommendations:
-Move forward confidently - strong infrastructure and updated/upgraded tech is important moving forward.
-Share your vision with others - communicate your vision of change with all stakeholders.
-Focus on good instruction/teaching - it's not about the tech. It's about he students.
-Prepare for more change- assess your program after a year to see whether goals have been met or if new benchmarks need to be established.
- Posted using BlogPress from my iPad
Pictures from ISTE 2013 Convention
Tower as viewed from San Antonio Convention Center
Light rain today
- Posted using BlogPress from my iPhone
Light rain today
- Posted using BlogPress from my iPhone
Jun 23, 2013
ISTE 2013 and the Windows Surface Tablet
Well, its the first day of ISTE 2013 in San Antonio and like many other attendees here at the conference, I have taken advantage of the Windows in the Classroom Experience by picking up my free Windows Surface Tablet. I am a total iPad user and have Windows 7 on my home computer, so Windows 8 is taking some getting used to. However, despite the difference in the OS, its not that bad. Getting it setup was pretty easy. My biggest obstacle was getting used to the touch/type keyboard. its a bit strange. If you can imagine, its like turning and apple touch screen keyboard into a piece if plastic or felt. you can't feel the keys, so you have to 'remember' where they are and sometimes type by sight.
Although I'll be carrying around my iPad as a backup, I plan on trying to post everything here on the Surface Tablet. Each pic I take and workshop I attend will be viewed through this device. Wish me luck.
Although I'll be carrying around my iPad as a backup, I plan on trying to post everything here on the Surface Tablet. Each pic I take and workshop I attend will be viewed through this device. Wish me luck.
Jun 10, 2013
Common Core and the Uninformed
With the big push by many states to adopt Common Core standards, one problem that we face is the backlash from parent groups, blogs, and social media. For every site that promotes the sharing and use of common core resources to make the transition easier, there are 5 parent sites that spew forth disgust for common core. Now I'm not going to point fingers or list links here because I don't want to promote a vicious circle. However if you do a basic Google Search for common core, you are bound to stumble across one. So if you want, go ahead and search. My point here is to list some of the grievances parent groups have and to also focus on some positives I think we will see with Common Core.
First with the grievances. Many sites one the web point out that Common Core was handed down by textbook companies and the government and that the curriculum is being written by textbook publishers. In actuality, the standards were developed by the US State Department of Education along with the guidance of David Coleman. Many parent websites will point out that Coleman works for McGraw Hill. It is true that he worked for them, but he left in 2007 - two years before the standards initiative began. What they fail to point out is that he is the 9th President of the College Board, who is responsible for developing SAT and AP standards. And although a large market has been created for textbook publishers to align their textbooks to common core, schools do not necessarily have to adopt their books. As long as the curriculum they are using aligns to common core, they can use what they want. In addition, what many on the outside do not realize is that in the past when states developed their own standards, you would have a situation in which students who moved from state to state were held to different standards. Books were aligned differently from state to state depending on publisher of the curriculum and the standards set forth by each state. This often caused confusion and loss of credits when high school students had their high school careers scrambled by relocation.
Another problem many parent groups have is that they feel the common core standards are dumbing down curriculum by teaching math differently and by changing what students read. Although there is a push to infuse more non-fiction, the goal of the standards is to widen the breadth of material that students read, so they can read more critically. Common Core also focuses on getting students used to explaining how they arrive at a solution in addition to being able to tell the solution.
With Common Core, I believe our students will be held to a stricter standard and will be taught to think critically while infusing 21st technology and literacy skills that they will encounter in the workplace. In the past, students faced a culture shock when they left high school to go to college and yet another when they left college to enter the workplace. I believe the goal of common core is to introduce students to a different way of thinking and a whole new set of skills. Many will say that Common Core is tied to the end of year assessments. While this may be true, I am not a huge advocate of teaching to a test. I believe we rely too heavily on assessments. However, the standards themselves and the skills they seek to instill in students will help to shape a future workforce that will allow us to be more competitive in the global marketplace (is that enough cliched terminology for you? But seriously).
One positive side of Common Core is that in the past, teachers who wanted to supplement curriculum with outside activities either had to make their own or find teacher created activities on the internet that aligned with state standards. The difficulty was that finding such a thing was often difficult, as there were few resources shared on the web that aligned to state standards. Now, with common core, teachers have a larger network with which they can share common core aligned lessons and activities.
My goal here is not to change the minds of parents, teachers, or community members. It is to push you, the reader, to to your research. When you come across a blog or letter to the editor that screams about how we need to stop common core at all costs, I urge you to compare what your state's education standards looked like before and what they will look like with common core. If you don't know where to look, start here:
First with the grievances. Many sites one the web point out that Common Core was handed down by textbook companies and the government and that the curriculum is being written by textbook publishers. In actuality, the standards were developed by the US State Department of Education along with the guidance of David Coleman. Many parent websites will point out that Coleman works for McGraw Hill. It is true that he worked for them, but he left in 2007 - two years before the standards initiative began. What they fail to point out is that he is the 9th President of the College Board, who is responsible for developing SAT and AP standards. And although a large market has been created for textbook publishers to align their textbooks to common core, schools do not necessarily have to adopt their books. As long as the curriculum they are using aligns to common core, they can use what they want. In addition, what many on the outside do not realize is that in the past when states developed their own standards, you would have a situation in which students who moved from state to state were held to different standards. Books were aligned differently from state to state depending on publisher of the curriculum and the standards set forth by each state. This often caused confusion and loss of credits when high school students had their high school careers scrambled by relocation.
Another problem many parent groups have is that they feel the common core standards are dumbing down curriculum by teaching math differently and by changing what students read. Although there is a push to infuse more non-fiction, the goal of the standards is to widen the breadth of material that students read, so they can read more critically. Common Core also focuses on getting students used to explaining how they arrive at a solution in addition to being able to tell the solution.
With Common Core, I believe our students will be held to a stricter standard and will be taught to think critically while infusing 21st technology and literacy skills that they will encounter in the workplace. In the past, students faced a culture shock when they left high school to go to college and yet another when they left college to enter the workplace. I believe the goal of common core is to introduce students to a different way of thinking and a whole new set of skills. Many will say that Common Core is tied to the end of year assessments. While this may be true, I am not a huge advocate of teaching to a test. I believe we rely too heavily on assessments. However, the standards themselves and the skills they seek to instill in students will help to shape a future workforce that will allow us to be more competitive in the global marketplace (is that enough cliched terminology for you? But seriously).
One positive side of Common Core is that in the past, teachers who wanted to supplement curriculum with outside activities either had to make their own or find teacher created activities on the internet that aligned with state standards. The difficulty was that finding such a thing was often difficult, as there were few resources shared on the web that aligned to state standards. Now, with common core, teachers have a larger network with which they can share common core aligned lessons and activities.
My goal here is not to change the minds of parents, teachers, or community members. It is to push you, the reader, to to your research. When you come across a blog or letter to the editor that screams about how we need to stop common core at all costs, I urge you to compare what your state's education standards looked like before and what they will look like with common core. If you don't know where to look, start here:
- Links to State Departments of Education: http://www2.ed.gov/about/contacts/state/index.html
- Common Core Website: http://www.corestandards.org/
- Wikipedia History of Common Core: http://en.wikipedia.org/wiki/Common_Core_State_Standards_Initiative
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