I had posted earlier about some trepidation on the part of teachers regarding the performance tasks as released by the Common Core. Many teachers are finding as they hear and learn more about the requirements of the common core that it will be a process to adapt. However, I think there are a few simple concepts that are important to understand that may ease the anxiety of the common core mathematics Standards.
- The COMMON CORE is NOT based on minimum proficiency, but on COLLEGE AND CAREER READINESS.
*Put very plainly, many states have previously (or currently) put into place standards and assessments to show minimum proficiency. If students passed the state assessment and did not show proficiency beyond the standards, they would by default need a math class to prepare them for college level mathematics.
vs .
The common core and the corresponding assessment is a predictor for college readiness. This means that a student who shows proficiency on the state assessment and appropriate standards will in theory be ready for a college level math class. Simply put
THE BAR HAS SIMPLY BEEN RAISED
We can expect certain outcomes as a result of this increase in expectations. New York students have seen a large reduction (nearly half) in students meeting the mark of the common core standards. If you would like to read an article that addresses this, please see the following url: http://www.nydailynews.com/opinion/punishing-kids-adult-failures-article-1.1420622
To be effective in shifting to the Common Core, the rigor of the mathematics of of high importance. Think of rigor as a three legged stool made of:
- Conceptual Understanding
- Procedural Skill/Fluency
- Application
Blog posts to come will elaborate on these three major topics along with resources that can be used to help your students in each of these areas.
If you have your own concerns about the common core or the progress your school is making, please feel free to respond below. Just know you have thousands of educators that understand exactly what you are experiencing.
