Blogs on Teacher Leadership

Editor's note: This is the fourth post in a five-part series which takes a look at five big ideas for implementation of the Common Core State Standards, authored by Jay McTighe and Grant Wiggins

Editor's note: This is the second post in a five-part series which takes a look at five big ideas for implementation of the Common Core State Standards, authored by Jay McTighe and Grant Wiggins

The Introduction to the Common Core State Standards (CCSS) for Mathematics makes a noteworthy point: “These Standards do not dictate curriculum or teaching methods.” (p 5). A similar point is offered by the ELA Standards:

There are a lot of dangerous stereotypes out there. "Asian students are always better at math." "Boys are always better at sports." And perhaps the most dangerous of all: "The current generation are all digital natives."

It is easy to see the danger in the first two stereotypes. They tend to influence the way teachers, parents, peers and society in general classify, justify and treat whichever group is represented by the stereotype. I'm not sure enough people give enough thought to the third, equally dangerous, stereotype.

The long-term output of any school should be not just proficient students, but enabled learners. An "enabled" learner can grasp macro views, uncover micro details, ask questions, plan for new knowledge and transfer thinking across divergent circumstances. This doesn't happen by content "knowledge holding," or even by the fire of enthusiasm, but by setting a tone for learning that suggests possibility, and by creating a culture of can.