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Sixth grade Langauge Arts and Social Studies teacher from Connecticut

Standards shaping instruction

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The analogy you present explaining the standards as the rule to a game rather than a strategy used to help win that game really helped me understand the message you were sending. As a language arts teacher, our instruction and curriculum is changing drastically because of new testing and the standards. We are also going to be moving toward standard based report cards. I am quite nervous about this switch because, like Amanda mentioned, parents need to have an understanding of what each of these items means. Our instruction needs to be completely based on the standards if our report cards will be assessed this way. There is a fine line between the "rules" and the "strategy" and I hope teachers are able to keep their own teaching style when basing their instruction on the new standards.

The Standards are not the curriculum possibly

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You are right they are not the curriculum. It is for our district the report card for k-3rd grade because of the Standards Base Report Cards. It makes it hard to not do things that relate to the standards. I also don't like that because Common Core is what they need to be at by the end of the year makes it hard to grade students with a standards base report card when they are not proficient when you send out two report cards. It doesn't help the parents any because they don't get what it means when I grade them and they get a 4, 3, 2, or a 1. They say are they mastered when they get a 4. They need help with a 1. But most of it is my interpretation of the student and if they understand the standards.

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Jay McTighe education author and consultant

In this Series

In this series, authors Jay McTighe and Grant Wiggins explore five big ideas about the Common Core State Standards and their translation into a curriculum. The goal of this series is to clear up misunderstandings and offer recommendations for designing a coherent curriculum and assessment system for realizing the standards' promise.

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