Teaching and Learning with the Common Core Issue #8

Supporting Unit Design

Develop or refine enduring understandings with this rubric.

Use a checklist to address the unit design question, "What do students need to know and be able to do?"

Align guiding questions and performance tasks using the CCSS

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Visit the LCI Ning to share questions, join in conversations, and benefit from the collective expertise of fellow educators who are immersed in CCSS reform efforts.

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Pose a question...share a practice

Ensure that Teaching and Learning with the Common Core remains a publication that responds to your needs and questions. Submit a provocation, question or best practice related to the integration and implementation of the CCSS to inform future issues.

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Issue #9

Learner-Centered Initiatives, Ltd.

Teaching and Learning with the

Common Core

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Provocation

Is it enough that there are new standards to support learning in mathematics? ...or to claim that these standards are, in and of themselves, sufficient to change the face of teaching and learning mathematics? While they may provide a unique opportunity, in the end, it is up to us to ensure that the intent of the Common Core State Standards translates into practice. We cannot assume that, if published materials claim to be "aligned to the Common Core," this alignment has integrity or that "alignment" will somehow equate to student understanding of the mathematical concepts being taught. What is necessary for the Common Core State Standards to become a vehicle for truly changing the way math is learned and used?

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Standards-Based Design in Mathematics

by Angela Lalor

For many years now I have heard teachers say "there is too much to cover" in the math curriculum and that "students don't get it but we have to move on" or "I'll never get through the curriculum". Well, is seems that for the first time, someone has listened. The Common Core Learning Standards in Mathematics were designed so that students have the opportunity to "get the math".

With this opportunity, we have to ensure that the intent of the CCLS translates into practice. We cannot assume that if a textbook claims that it is aligned to the CCLS, this alignment has integrity and that students will understand the mathematical concepts being taught. Schools that invest in designing their own curriculum may be better able to address the unique needs of their student populations and foster a tight and robust alignment between the CCLS and teachers' curriculum and assessment.

Where to begin? Read more