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I thought common core math was a set of standards, expectations, goals etc. but did not dictate or describe specific techniques. Supposedly it's more about what will be taught than how to teach it, so it has nothing to do with how someone does math in their head.
Someone who knows more about this correct me if I'm wrong?
That's my understanding of it. But anecdotally, it seems to include some specific techniques, even if they're not "officially" part of the program.
My biggest beef with CC is that the standards seem to be too high. My kids are just in kindergarten but they have incredible amounts of homework to do. They're supposed to be reading new (simple) books every night and a lot of the kids in their class just aren't doing it. I'm all in favor of high standards, but in this case, it seems like they're much too high, and it's just going to mean that students who are struggling (for whatever reason) are just going to check out that much sooner. Seems to me that we should be looking for new techniques to get kids interested in learning, instead of making it so hard that they start to think they're "dumb" before they even turn seven.
Hmm. What is coming out of the schools now isn't that impressive. I'd say get big government out of the classrooms and let the teachers teach again. This isn't a partisan issue.
Nice idea, but unfortunately, the GOP has spent an incredible amount of political capital over the last ~20 years demonizing public school teachers as the primary cause of educational failure (not poverty, not overcrowded schools, not crumbling physical plants). You'll never get them on board with any plan that doesn't involve funneling money to their good buddies who want to run charter schools or who want to send their kids to charter schools so they don't have to associate with "those people".
^ True. And while this shouldn't be a partisan issue, I have little faith that the current leadership can improve things given their track record on educational issues. In fact, I'm quite confident that they'll continue to make things worse.
Once again, why is it necessary to resort to false facts to debate this issue? Surely there are valid points to be made, pro or con, without having to make stuff up.
Development of the Common Core Standards was a multi-state project, not federal.
Quote:
The state-led effort to develop the Common Core State Standards was launched in 2009 by state leaders, including governors and state commissioners of education from 48 states, two territories and the District of Columbia, through their membership in the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO).
One is a civic critique of the undemocratic way in which the Common Core standards were written: by a small committee that included no classroom teachers, no specialists in early childhood education or in the teaching of children with disabilities or of children who are English language learners, and no working teachers of the subjects at issue. Customarily it takes two, there, or four years to wire state standards, because of the need to hear from different constituencies, especially those that are knowledgeable and directly affected. The Common Core standards were written in a year and adopted by 45 or 46 states in a year, because of the lure of $4.35 billion in federal dollars. The process was speedy and efficient, but it was not democratic. The absence of a democratic process has fed distrust, which in turn has created an angry backlash.
It might be useful for someone knowledgeable to describe the process that had previously been used by the state of North Carolina for the development of educational standards.
That's my understanding of it. But anecdotally, it seems to include some specific techniques, even if they're not "officially" part of the program.
My biggest beef with CC is that the standards seem to be too high. My kids are just in kindergarten but they have incredible amounts of homework to do. They're supposed to be reading new (simple) books every night and a lot of the kids in their class just aren't doing it. I'm all in favor of high standards, but in this case, it seems like they're much too high, and it's just going to mean that students who are struggling (for whatever reason) are just going to check out that much sooner. Seems to me that we should be looking for new techniques to get kids interested in learning, instead of making it so hard that they start to think they're "dumb" before they even turn seven.
I wonder how much variation there is from school to school, as to how schools or districts implement these standards. My middle child was in kindergarten last year, and her homework was not much at all. This year, in first grade, there's more, but still not beyond her capabilities, with some support. She's an average student, in my opinion, not a super genius. I also have a third grader, and she completes her weekly homework packet in about an hour and a half on Sunday afternoons, so she is free for the rest of the week.
Have you gone online to read the kindergarten standards, to see if what you are experiencing is matching up to CC expectations? Does the level of homework seem necessary in order to reinforce what is taught in the school?
You could at least use honest facts in your arguments. First, there were two public comment periods during the development of the standards. Second as the Common Core Standards Initiative website states:
Quote:
The Common Core State Standards drafting process relied on teachers and standards experts from across the country. Teachers were involved in the development process in four ways:
1. They served on the Work Groups and Feedback Groups for the ELA and math standards.
2. The National Education Association (NEA), American Federation of Teachers (AFT), National Council of Teachers of Mathematics (NCTM), and National Council of Teachers of English (NCTE), among other organizations were instrumental in bringing together teachers to provide specific, constructive feedback on the standards
3. Teachers were members of teams states convened to provide regular feedback on drafts of the standards.
4. Teachers provided input on the Common Core State Standards during the two public comment periods.
True, but none of these statements show that classroom teachers, EC teachers, or ELL teachers were included in the creation of the standards. It seems to me that those are the people who know the most about what children need.
True, but none of these statements show that classroom teachers, EC teachers, or ELL teachers were included in the creation of the standards. It seems to me that those are the people who know the most about what children need.
OK. Fair enough. So what do you think is missing from the standards for North Carolina as a result? Where do you think the Common Core Standards fall short?
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Common Core
